USA > Massachusetts > Middlesex County > Wilmington > Town of Wilmington Annual Report 1860-1887 > Part 19
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induced to believe, has been placed in this school, Miss Lottie E. Con. verse, of Woburn, her native place, where she has acquired a large experience in teaching ; acquainted with the most modern methods and tactics used. The short term of her labors in this school, we believe, have been fruitful of much good. Her method of discipline has been strict but not severe. Her manner of teaching is easy and natural. To impress the practical of principles outside of text-books is largely practiced, as it should be. The scholars have been drilled in all the fundamentals of their studies.
This we believe to be in the line of true progress. The art of reading has been taught with understanding ; to give proper inflec- tions, to observe all the punctuation marks, to pronounce every word distinctly and properly, and also define words in the reading lessons, are some of the features in her methods of teaching. There has been much care to keep their books clean. The school-room itself has been kept in a condition worthy its name. In view of what has been accomplished in this school during the winter term, we do not hesitate to advise more permanent relations regarding this school and Miss Converse.
The young, impressible mind, rightly unfolded and directed, in active life seldom walk in crooked paths.
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TABLE OF STATISTICS,
Wagen
None of Teller
Tan -.
|No. of Sclohr-
Averove
Attendance.
| No. under syr-
No. 01el 15 urs
| No. rot tardi.
Labseit or tardy
Length of term
Mouth
High
Mas Home (. Twitchell,
Spr
22 20.
O
52
12
848 co
Fall
32.28.
O
12,42
12
48 00
Win
30 27.
O
12|40
13
18 00
Centre
Kate Gowing,
Spr
29 23.1-2
O
0'11
12
28 00
Fall
24 18.7-8
17
12
28 00
66
Win
22
19.
I3
I ]
28 00
West
Lizzie J. Harnden,
Spr
18 16.4-5
IO
12
28 00
Fall
13 12.1-2
8
I2
28 00
Win 12 10.
O
0
2
[ I
25 00
South
Mary D. Bartley,
Spr
29 25 1-6
0 16
12
32 00
Fall
29|25.
0 12
12
32 CO
Win 25 24.
OII
5
32 ( O
North
Ella J. Pearson,
Spr
48 37.
C 48
12
28 00
Fall
|37|31.
53
12
28 00
Win 27 21.
0 30
3
12
28 00
East
Abbie C. Buck, 66
Spr
23 20.
0 16
12
28 00
Fall
27 21,
32
I2
28 00
Lottie E. Converse,
Win 25 19.
0)
0 45
I2
32 00
..
6.
At this present time of making up our report, it should be born in mind that five of our schools are in session, consequently we are obliged to make up the record of each school for the winter term upon the basis of the past seven weeks ; the five remaining weeks are made up upon the same average. To obviate uncertainties conse- quent, for the want of time, allow us to suggest a remedy, which is: defer our annual town meeting to the first Monday in April.
TO SCHOOL TEACHERS.
Manners and Morals in Schools .- How far is systematic instruc- tion in manners and morals practicable in our schools ? is a question, and must remain one, so long as conflictions are rife upon this most important question, pertaining to the welfare of our young. To an honest observer, the omens of good are too plain to be misinterpreted, though they may appear at present no larger than the prophet's cloud. One of the results of our observations, while the external form -a sort of dancing master's style of gavel manners - may be inculcated by precept, to a certain extent, in our schools, or otherwise, the inter- nal grace and nicety of perception and observance, that impart
School
weeks.
L
3.3
such a charm to truly cultured society, is too subtle in its nature to be embodied in dogmatic rules, and can only be acquired by habit- ual social intercourse with those who, through long association with persons of true refinement, have become, as it were, "in manners born again." Thus, through the daily intercourse with instructors who are of polite breeding themselves, pupils may and will acquire a more correct standard for good manners without a single formal rule being instituted for their observance than can be Inculcated by the most talented and pains-taking teachers, who lack in this essential moulding quality. Then again, in order to impart good morals with effect to pupils, school-teachers themselves must possess good morals. for in spite of any external covering of their true character, children possess by nature an instinct, a sort of intuitional knowledge, that enables them to detect without effort the secret motives that prompt the actions of those with whom they are in daily and hourly inter- course, whether school-teachers or others, and must affect their char- acters from the internal side of the pattern set before them, rather than the external, be it for good or for evil. It is very essential that teachers should possess a eorrect understanding of what it is to be- come thoroughly individualized. They should not be of a class that defer their opinions to others. They should be free in their minds to examine, and obtain all the information they can, whether from books, observation, experience, or otherwise, and then act the highest unbiased convictions of their own minds promptly. Thus they could try all things, and hold fast to that which is good.
We would have them courageous and self-reliant. in maintaining what they believe to be right, but yet modest, gentle, unaffected and unassuming in their intercourse with their pupils, and all others, with- out social distinction or position. We would have them, in fact, to feel themselves to be what God and Nature designed us all to be, not weak, vacillating dependants, to be moved by every shift of feeling. common in school districts with parents in regard to their belief of teachers' fitness or course of action, but be free, independent, and fully individualized, men and women. We do not mean by this that we would have our school teachers to be reckless or defiant in regard to the past or present opinions and ideas of others, but would have them examine and weigh all legitimate matters carefully, in the best light their own reason and judgment affords, and then adopt those only that accord with their convictions of what is true and right, even should they be obliged in consequence to stand, as it were, alone in the world, which is often the lot of those who have been pioneers in
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the cause of truth and the progress of mankind, in wisdom, knowl- edge and goodness. In an especial manner we would have our school teachers to be deeply imbued with the divine attribute of sympathy ; sympathy that extends not only to their own immediate relatives and friends, but which regards with tenderness every crea- ture God has made, not excepting the meanest and smallest on the earth. We would have them teach their pupils, by both precept and example, not only to avoid inflicting wanton or unnecessary suffering on any of the brute creation, but to endeavor to add to their enjoy- ment of life as much as lies within their power.
True kindness and sympathy exert an influence that is hard for the most ferocious natures, whether of man or beast, to resist, and we may depend upon it that school teachers whose every-day life and intercourse with their pupils, when pervaded with these heaven-born elements, will never have to resort to corporeal or violent punish- ment to maintain order in their schools. We are induced to believe many young, inexperienced women, are seeking schools for no higher purpose than a pecuniary one ; to be regretted, too many are success- ful in obtaining them, entailing consequences that would disgrace the Hottentots, in point of morals. To those who are pure in heart, who love mercy and justice, who are kind and compassionate to all God's creatures, whose sympathetic tears will mingle with the poor, dis- tressed, and sorrowing, whose single purpose is to direct and mould the minds of the young that they may learn to walk in paths of vir- tue and truth, determined to use no other than the most Christ-like means in corrections, we would encourage to take schools ; not otherwise.
GENERAL REMARKS.
However much of actual fact pertaining to our schools and the cause of education among our kindred, we may desire to include in this part of our report, we feel constrained to touch only the most prominent points, suggested by this part of our duty.
The following remarks, under different heads, are most respect- fully submitted to parents for their faithful consideration.
Education .- " To educate a child is an office of which no one can think lightly." To administer perceptions and unfold the fac- ulties in their season and proportions, to give power to the affections "without impairing their symmetry ; to develop in their right order the great ideas of duty and of God ;" to exhibit human virtues and rela- tions in so beautiful an aspect as to shed the light of beneficence and
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love in every path, is a task of responsibility so solemn as to invest every parent's life with the sanctity of a divine mission.
Many, we may believe, have but a feeble impression of the deli- cacy and responsibility of this task. "There is no department of education in which wrong methods are so fatal ; in which the convey- ance of a thought into the mind at an unhappy moment or by an unhappy process may leave a more indelible and prejudicial effect." From these misunderstandings, and gropings for better methods, too little has been comprehended, either by suffering or experience. The present demoralized condition of our country, in almost every aspect, should, and will, eventually, oblige us to consider with more earnest- ness and honesty the primaries of human growth than has been done in the past. It is the manifest duty of every parent to learn thor- oughly the wants of their children, and then fit them for a natural sphere of usefulness. The present acting generation were once children and received instruction that make us what we are, and what our children will be, unless we radically change our methods.
To map out an entire new field for new educational conquests, expecting or desiring a general transfer of present means and methods to the elysian fields of aspiring dreamers, is not to be though+ of ; neither is it our purpose to advise the back track, leading into the labyrinths of past ignorance and superstition. Neither of these extremes will lead us out of our difficulties, for both have been tried and failed. Since we have failed to find the pearl of truth in our wanderings, let us sweep our homes, as did the woman who lost the piece of silver, and be assured we shall find the key that will unlock to us the defects in our present home educational systems. Yes, parents : the trouble is with us ; and, if we can be made to believe it, we will have taken the first step in the right direction. We must be agreed as touching the fundamental principles of human development. How can this knowledge be obtained ? First-learn the leading qualities in our- selves ; ascertain the governing characteristics of our natures, and be pursuaded of the true direction they tend to lead our children. Let us not deceive ourselves in these matters, for what we sow, that we shall certainly reap. If money be the all-absorbing object with par- ents, their children will, inevitably, learn to worship at the same shrine. Such children, with this cankerous idea eating its way into the very citadel of their moral life, may easily be singled out in any of our schools. Their general conduct betrays them. They grow into habits of idleness and indifference, often over-reaching in their desires to gain something to jingle in their pockets ; and, more than this, they
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often become dictative, wilful and turbulent in school. In view of this existing truth, we would ask in all candor, who is to blame ? Are the children to blame for expressing what their parents have taught them at home ? Do you, parents, wish the committee and teachers to drive out of your children with a rod what you have created within them by precept and example ? God forbid ! Reason and common sense protest against such inexcusable ignorance.
We have attempted to depict but one path of error, leading out directly from our homes. Their name is legion, and all accessable to children. Happy will be those parents who comprehend fully this truth, and seek to direct the feet of their children in paths of right- eousness and truth.
Cleanliness .- " Purity of the body is one of Heaven's require- ments." The idea of suggesting so common and every-day duty to parents, as guardians and exemplifiers to their children, may at first appear ridiculous. But before censuring, look with us from our standpoint, and possibly we all will agree to the reasonableness of presenting so plain a duty. No parent would wish to send their lit- tle ones to school without first washing their faces and hands that they may appear clean. This is right, so far as it goes, but it does not cover the whole duty. The body, every whit, should be clean. This is the first requisite to pure conceptions of truth and Godliness, for how can impure fountains send forth pure waters ? Children should be early taught by their parents this important personal obli- gation, as an important quality in their education. If, as it has been said, purity of the body is a safeguard against infections of a mala- rious type, how well should we guard our children by faithfulness in so important a duty.
Errors in dressing children .- Whoever duly values freedom above bondage, strength above weakness, joy above misery, comfort above pain, will not think a few words upon this subject in our remarks out of place.
The present and prevailing ideas with mothers are, that their children (daughters especially) should be dressed to please the eye of fashion, regardless of consequences. If fashion demands a low neck, short sleeves dress, thin cotton stockings, with thin kid shoes, for a school garb in mid-winter, it must suffice. The child, reposing in its mother's wisdom, bears its pains as a tribute to this demon fashion. If the child sickens and dies by entailed consequences, no one is to blame but providence. Away with such nonsense ; learn something for your children from your experience in rearing house
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plants, (if you have nothing better.) Would you place a tender rose out of doors in a cold winter's day ? No, you have too much regard for the object of your care to destroy it by any such means. You do not consult the god of fashion in these matters, but obey, as you should, an imperative law. It is quite time something should be done for the physical needs and comfort of our children outside of prevailing cus- toms. Hygenic laws should be our theme, until we are above the destroying influences of this capricious monster. It may be asked, what has the question of dress to do with education ? Common sense and reason both will say, "very much." If the body has be- come weak and puny by exposure and neglect, the senses and facul- ties will become weak also. This fact is too apparent for further comment.
Temperance - we believe to be a virtue, wherever found in indi- vidual life. To be pure in mind and body should be our aim. They are worthy of the enlistment of all our powers. Much has been said upon this question, but very little has been accomplished, in com- parison to what might and should have been. The question of in- temperance has been presented in almost every form conceivable, without any apparent success. We believe it to be difficult, if not impossible, for any one, however well informed he or she may be upon this subject, to bring about a true reform, relying upon the pre- vailing methods as the best means to secure this great object. The coming, true temperance reform, must and will grow up in our homes. When parents have become inspired by this truth, and thoroughly conscious of their responsibilities and accountability for the physical, intellectual and moral welfare of their children, we may know that the summer of true temperance reform is nigh. Yes, parents, let us be temperate in all things, whatsoever we eat, or drink, let all these reflect an elevating influence upon our children, who are true imita- tors of our example.
Punctuality. - There are but few qualities woven into human characters that are as prominent, and so well calculated to give strength and beauty to the great web of individual life as panctuality. Its importance in every condition and relation of transactional life cannot be over-estimated or too much cultivated. Believing this to be true, there are but few faults with parents more palpably unjust and wicked in their effects upon children than this manifest inditfer- ence to punctuality. Our schools have become seriously impaired for the want of promptness in parents to instruct their children to be in school in good season, every day. Go into our schools and be
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convinced of this fact. If this is not sufficient proof, scan the records of each school in our town, then ask yourselves the question : How can it be possible for our schools to prosper when we are doing so much to unfit our children to be benefited by their existence ?
Parental neglect in the various departments of duty to their children will clothe posterity in rags.
Parental sympathy. - Failures of success in school, growing out of matters touching conduct, - as failures generally do, -can be traced, in nine cases out of ten, to causes antecedent to the pupil's connection with the school, - evidently at home, and nowhere else. This manifest reluctance with parents to believe their children at fault, when the evidences are against them, is a sin-sick sympathy to protect their children in wrong doing. This tends directly to increase the distance between them and the teachers, especially when children are sure of protection at home. Teachers are powerless, in a measure, because of this disfavor at home. The want of a true and earnest co- operation, -- parents with teachers, - was never more demanded than now, because this fault is the principal hindrance to success with our teachers, and is the most potent of any which we have to deal with. When these causes do not exist the most amiable relations between teacher and scholar are maintained.
Visiting School .- If there is one joy above another, springing up in a faithful teacher's heart, it is the one inspired by the presence of a true-hearted parent, or friend, in the school-room. Parents, do you fully realize your influence for good to your children, and encour- agement to the teacher, when drawn to the school-room by a true motive to encourage the scholars to acts of obedience to teacher and kindness to one another ? We are encouraged to believe this custom is growing more into favor with parents in our town. Be assured, parents, our schools, in a measure, are what we make them. Their prosperity depends very much upon our personal effort and care.
School Discipline. - The thing in which it seems necessary to invest a little more kind and judicious effort, at the present time, is the improvement of the moral tone of our children in our schools. By this we do not mean specially the inculcation of profound reli- gious principles, but the development of a better quality of moral conduct in the school-room, the school-yard, and also in the street, to and from school. Our observation leads us to throw the blame in this regard (mainly) upon parents. Teachers do not, and cannot exercise positive controling power over their pupils, when parents stand between them and their children. Some trouble has,
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in some of our schools, grown out of these pernicious relations. Ig- norance as to the true methods of discipline in schools on the part of parents is at the bottom, undermining the efforts of committee and teachers in directing and controling their children in higher and more Christ-like ways.
It is a sad comment upon the truth as regards to the true status of inherent justice to be requested, as a member of the committee, to inflict pain upon the children for disobedience, when the fault can be traced to home influence. Parents : our schools were not created for whipping-marts, or, especially for moral corrections, but to learn the principles of a secular education. When parents thoroughly in- struct their children upon this point, and assume the responsibility of their children's moral conduct at home and at school, we shall have made long strides towards a righteous solution of some of our pres- ent difficulties.
Small talk, vulgarity, &c .- We are sure no one will attempt to refute, much less deny, the existence of a prevailing custom of ex- pression among all classes in our societies which is decidedly unman- ly and demoralizing. This phase of error has, as it were, become incorporated into the very atmosphere we breath. Go where we will, into whatever grade of society we may, these impure, vile exhalations will dare to intrude. No one wishes to be thought of as impure in thought or impious in word, and yet they continue to use words that have no proper fitness or sense, which actually impair and weaken their statements.
Vulgarity is another phase of the same family, and has worked its way into counting-rooms, factories, work-shops, families, and naturally into our schools. Its corrupting influence is a thous- and times more to be feared than a ten-fold increase of Colorado potato-bugs. It is very seldom we hear anything said upon this ques- tion, either pro or con, and is it not to be feared Christian Examplers, who should be first and foremost in all such matters of moral reform, have become senseless to its existence and unconsciously affected by its vileness ?
Falsifing is another member of the same group. There is an un- due desire to distend the truth out of all its legitimate proportions for no other reason than habit. It has coiled itself up like a serpent and is carried in the bosoms of mankind for no higher purpose than to sting its ignorant benefactor.
Very few statements made or stories related without this red thread of error being visible, and yet no one wishes to be called a
falsifier or a white liar. "Oh, no ! he did not mean any harm by his exaggeration," is often the answer of his hearers as to the truth of his statements. Thus the little red streams of iniquity rise and flow, ramifying our societies, towns, cities and our country. How can !! be otherwise than that the moral atmosphere has to an alarming extent become vitiated and poisoning in its nature. To parents and all moral reformers, we would most earnestly propound the following question, viz. : What must inevitably result, if a living combination of corrupting errors find a congenial home in the hearts of our chil- dren ? Were we to trace the short-comings of parents, as affecting their children, to their beginnings, we should find in the majority of. cases that one or more of these errors woven into their example. Is it a wonder the light talkers are so little esteemed by the good and virtuous ? Does it surprise you when told how little the vulgar are courted by the pure ? How can you manifest any surprise to learn how little confidence is reposed in falsifiers by those who love the truth ? Almost like the Prophet, we would say: Keep the heart with all diligence, for out of it are the issues of moral or immoral life.
JOHN N. EAMES, SCHOOL WARREN EAMES, JAMES A. SHEPARD, COMMITTEE.
Wilmington, Feb. 11th, 1878.
Commonwealth of Massachusetts.
MIDDLESEX. 88.
To Thos. A. Bancroft, Constable of the Town of Wilmington.
GREETING :
In the name of the Commonwealth of Massachu- setts, you are hereby directed to notify and warn the male inhabitants of the Town of Wilmington. qualified by law to vote in town affairs. 10 meet and assemble at the Town House. on Monday. the fourth day of March next. at ten of the clock in the forenoon. the polls to be opened at eleven o'clock. A. M .. to act on the following articles, viz .:
ART. 1. To choose a Moderator to preside at the said meeting
ART. 2. To choose all necessary Town Officers for the year ensuing.
ART. 3. To hear reports of Committees and act thereon.
ART. 4. To see how much money the Town will raise to defray annual expenses and pay Town debts.
ART. 5. To see how much money the Town will raise and appropriate for the support of common schools for the year ensuing.
ART. 6. To see how much money the Town will raise and appropriate for the support of the Select School for the year ensuing.
ART. 7. To see how much money the Town will raise and appropriate for the support of the Poor for the year ensuing.
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ART. 8. To see how much money the Town will raise and appropriate for the repairs of Highways, and determine how the same shall be expended.
ART. 9. To see how much money the Town will raise and appropriate for the maintenance of the Pub- lie Library for the year ensuing
Arr. 10 To see what method the Town will adopt for the collection of Taxes.
ART. 11. To see if the Town will authorize their Treasurer to borrow money in anticipation of Taxes, under the direction of the Selectmen.
ART. 12. To see if the Town will appropriate and pay John H. Simpson a bounty of one hundred and twenty-five dollars for enlisting in the army to the credit of the Town of Wilmington.
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