USA > New Hampshire > Merrimack County > Concord > Annual reports of the schools in the City of Concord (N.H.) 1879-1880 > Part 3
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The instruction will not rise above its source. Though many teachers now make no attempts in this direction worthy of a name, they can become more interested in personal cul- ture. They must do so, in order to better fit themselves for properly guiding others.
" Books are the cheapest and best of all teachers to those who love them, and can use them. A reading people can never be an ignorant people. The children who read stories will learn to love books. They will pass from stories to
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history, poetry, philosophy, science, and the whole round of learning, and especially if the other parts of their school work be well done, the school will gain in interest and fruit- fulness. Dull intellect will awaken. Thoughts will kindle. Talk will be heard, full of imagination, reasoning, conjec- ture, and fruitful debate. Other lessons will be better learned because of increased intelligence."
During the last year a judicious beginning was made in supplying supplementary reading, but we greatly need much more. The books should be wisely selected and suitable for all grades. Teachers generally avail themselves of such books and selections as they find in their own readings, but they need still more. There is no probability of there being too much reading matter, or that what may be obtained will remain unused. The pupils are all anxious to have some- thing new to read, and will eagerly read all that may be procured for them by a generous public and by interested teachers.
MUSIC.
Music is generally classed among " ornamental" branches, and the propriety of teaching it at all in public schools is sometimes called in question. But to a thoughtful person, its value aside from that of an accomplishment is by no means. trifling. As a disciplinary influence, it is of great value. " In proportion" says some writer, " as children can be taught to sing together, the rod, the ferule, and the whole style of old time discipline which made so many schools a bear garden, bulldozed by a keeper, must pass away."
Agassiz once said to one of his pupils, " Your great de- ficiency as a naturalist, is a want of a severe precision of thought ; go and take lessons from a good teacher of music." Up to the last term a certain amount of time was devoted to
35
daily practice, and to weekly lessons given by a special teacher. Since then, the teachers have generally done as well as they could in the absence of any definite directions. But isn't there reason to fear that our pupils may be taught or allowed to learn a few cheap tunes by rote, for amuse- ment or display, and remain ignorant of the elements? If it is valuable, as most agree, its value should be recognized, the best system of instruction adopted, and presented by faithful, competent teachers, under guidance of a special teacher, who has the requisite talent, training and tact to manage children and interest them. But if the additional expense is an insurmountable objection, the ability to sing, and to teach music, must be added to the present qualifica- tions of teachers. There is a risk of lack of interest or want of judgment on the part of the regular teachers, which would make the music exercise dull and unprofitable.
DRAWING.
In this important branch of education, our schools are making excellent progress. The exhibits of drawings from all grades of schools near the close of the last year, was unanimously pronounced highly commendable. To many parents it presented the subject in a new light. Instead of . still seeming a purely ornamental branch as previously be- . lieved to be, it took a more practical form, and its utility as a preparation for skillful labor in after life became more apparent. For it, as a study and practice, the pupils, with very few exceptions, have a great liking. They take pleasure in the work, and pride in doing their best. It is no uncom- mon thing for pupils in our Primary schools, as well as in other grades, to devote their leisure moments for weeks in perfecting some original design, with as much earnestness as an inventor works upon his pet machine. It is not merely imitative skill with fingers and eye, in copying forms and
36
figures. It aims at something beyond. It teaches how to see as well as how to draw. It does it by means of exercises having direct application in practical life. Putting aside the ability " to draw something upon something, with some- thing," as of little or no importance of itself, the training given the hand in obedience to the dictates of the mind, the increased powers of accurate observation and of understand- ing, amply repay for all time and labor devoted to it. It gives a discipline which shows itself most certainly in all school work, and will as certainly assert itself in after life. In short, as an intellectual exercise it must eventually be allowed high rank. " The practice of carefully looking at objects begets keenness of perception-that of faithfully de- lineating them, accuracy of observation."
It is confidently hoped that no mistaken notions of economy will favor dropping this from the number of school exercises. There is no other which seems more important as a preparation for successful participation in mechanical in- terests.
COURSE OF STUDY.
The present course of study was adopted nearly six years ago. Since then several important modifications and abridge- ments have been made. There are only a few copies of the Rules and Regulations remaining, in which the course is printed. Another edition must soon be issued. This presents an opportunity for a revision of the course, to conform to the present application of it in schools, if no further.
I respectfully suggest the following additional changes :
That the teaching of numbers in all grades of the Primary schools be done by means of objects, charts, cards, slates and blackboards, without any text-books.
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That all instruction in geography for the same grades be oral. The instruction in both branches, however, should be restricted and guided, as to topics, by special directions.
The topics for oral instruction in natural science might be slightly increased in number. Any teacher interested and interesting in this work, can give Primary children a large amount of valuable and available information without in- fringing upon other departments.
I also suggest that the Franklin Advanced Second Reader be used in the first class instead of the Third Reader, which is too hard for pupils of that grade. This change should be made at the commencement of the next school year.
INTERMEDIATE SCHOOLS.
If the last named change is made, the Third Reader should be assigned to the lower Intermediate class, instead of the fourth.
The oral instruction in geography in the Primary school will, through better preparation for text-book study, make it possible to take up and thoroughly review the following topics : Form, size, and motions of the earth; chief land and water divisions by name ; races of men ; climate, plants and animals ; the hemisphere ; United States ; North Amer- ica ; Europe ; and Asia.
From the work in arithmetic, most, if not all, of that in addition and subtraction of denominate numbers might be omitted. The portion remaining should be equitably divided into six parts for as many terms.
GRAMMAR SCHOOLS.
In the fourth class multiplication and division of denomi- nate numbers might properly be omitted, and the time saved
38
thereby, added to that now allowed for general review of the book, before taking the higher one. Would it not be well to devote less time to several of the less important sub- divisions of arithmetic, such as reduction of denominate fractions ; portions of stock exchange, and of applied per- centage, and simple and compound proportion ? The re- maining portions would furnish all the arithmetical knowledge necessary for nearly all our pupils. This would allow of more careful study of the meaning, conditions, and solution of practical questions. In this respect, there is a lack in instruction. More attention to it will make the arithmetic taught in school more available in practice afterwards.
In the study of geography we should first take up those countries with which we have the closest relations, and about which we read and hear most, for the benefit of those who may drop out of school before finishing the course. All teachers should be required to assign lessons, guide their instruction, and limit the recitations by an established syllabus of topics. I know of no better way to prevent pupils from memorizing a mass of rubbish of no value whatever after the recitation hour. Limiting the number of topics, does not necessarily limit the knowledge pertaining to these topics, to that found in the text-book used. It should be drawn from other geographies, from books of travel, from newspapers, or any reliable source.
TEXT-BOOKS.
The only change of text-books I would now recommend, relates to the Physiology. It is objectionable in very many important respects, and imposes upon teachers considerable additional labor in supplying deficiences and making its statements more definite. It is evidently abridged from a larger work, hastily done, and lacks clearness.
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PERSONAL.
It is due to myself, perhaps, in view of the somewhat general impression that the Superintendent has but little to do, or does but little, to make the following statement. I do it not for the purpose of making it appear that the duties I have undertaken to perform are burdensome, but as a matter of information to those who honestly entertain the idea that there is, and can be, but little to attend to.
Within the last year, I have made seven hundred and twenty-four visits to the schools of the district ; . have held twenty teachers' meetings, for conference and instruction ; have carefully prepared a syllabus of topics upon language, for the work of two entire terms, including all matter to be considered, with detailed statements as to methods, a substi- tute for a text-book ; have personally valued over twenty-two thousand written answers at examinations ; have reviewed over thirty-three thousand answer valued by teachers ; have tabulated, for the use of committees and as a matter of record, the standing of every pupil, in from two to four branches, in thirteen Intermediate and sixteen Grammar classes, in all about six hundred pupils, three times during the year ; have prepared for examinations forty-one sets of questions for the same grades ; have three times personally examined and ranked in reading from the reader, and at sight, thirty-two classes ; have prepared questions for, and valued answers from fifty-eight candidates for the High school ; have examined at the office seventy-four pupils for admission to school, more than half of them by writing, besides attending to a large number of office calls, and an increasing correspondence regarding matters of education elsewhere.
To the performance of these duties, I have devoted all my time and attention, except so much as has been required in
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looking after the financial interests of the district. With what degree of success, you, who know what I have done, and how I have done it, who have kindly and cheerfully advised and encouraged me, may decide.
D. C. ALLEN.
Respectfully submitted,
JOHN H. GEORGE,
CHARLES P. SANBORN, EVERETT L. CONGER,
ELISHA ADAMS,
OLIVER PILLSBURY, WARREN CLARK, P. B. COGSWELL, HENRY J. CRIPPEN,
A. B. THOMPSON, Board of Education.
Concord, March 20, 1880.
REPORT OF DISTRICT NO. 20.
Our schools for the past year have, we think, been very properous. Thirty-five weeks of school have been taught in the course of the year, divided into terms as follows: sum- mer term, ten weeks ; fall term, twelve weeks ; winter term, thirteen weeks.
Teachers that are well qualified and adapted to the work of governing, as well as teaching, have been employed. Thoroughness characterized the recitations, and the motto seemed to be quality not quantity. The closing examinations were very satisfactory, and were enjoyed by a large number of our citizens.
The same teachers have had charge of the several depart- ments for the entire year. Second Primary, Miss Lizzie E. Rolfe ; First Primary, Miss Maria Carter ; Intermediate, Miss Carrie E. Pearson ; Grammar, Miss Lucy L. Drown. One hundred and ninety-seven different scholars have attend- ed, with an average for the year of one hundred and forty- four. Entire harmony has prevailed, and a desire to learn on the part of most of the scholars has been manifest. Our grading is not what we could desire, but the best we can do with the material we have.
Our Primary schools are so full that we are obliged to send some into the Intermediate room before they are really qualified ; so the grade is unavoidably lowered. No change of text-books has been made during the year, and we be- lieve that changes should be made only when there is an imperative demand.
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A new feature has been introduced the last term by having a teacher of vocal music, devoting a part of one afternoon in a week to giving instruction in singing. This we believe to be a move in the right direction, and although without expense, thus far, we believe that the small expense necessary for employing a teacher for that purpose would be more than compensated by the great advantage it would be to the large number of our children and youth, who have no other opportunity of learning this important branch of education ; and we do earnestly hope the district will instruct the Prudential Committee to employ a person for that purpose.
TABLE OF ATTENDANCE.
SCHOOLS.
TERMS.
TEACHERS EMPLOYED.
No. of weeks
school.
Whole No. of scholars.
Average
attendance.
Second Primary,
Summer, Fall,
Lizzie E. Rolfe.
12
56
52
Winter,
13
51
48
First Primary,
Fall,
Maria Carter.
12
39
38
Winter,
13
36
34
Intermediate,
Fall,
Carrie E. Pearson.
12
36
35
Winter,
13
39
37
Summer,
10
30
26
Grammar,
Fall,
Lucy L. Drown.
12
27
24
Winter,
13
32
31
10
42
39
Summer,
10
39
36
Summer,
10
38
36
Respectfully submitted,
FRANK A. ABBOTT, JOHN H. ROLFE, ABIAL ROLFE,
Superintending School Committee.
REPORT OF DISTRICT NO. 12.
The schools have been in session the past year thirty-two weeks up to the first of March, and will probably continue through the month.
The first term continued nine weeks ; the second term eleven weeks, and the third term twelve weeks. The Gram- mar school has been taught the whole year by Lizzie M. Sylvester, a graduate of the Concord High School. Miss Sylvester is a thorough and successful teacher, and her scholars have made commendable progress in their studies. The first term of the Primary school was taught by Miss Etta M. Kimball, also a graduate of the High school, who resigned at the end of the term to accept a situation in the Chandler school in Union District. Miss Kimball was a faithful and efficient teacher, and it was with regret that the committee accepted her resignation.
The second and third terms were taught by Miss Sarah A. Sawyer, of Webster, a graduate of the State Normal school. Miss Sawyer's method of teaching interests the youngest scholars. Rapid advancement has been made, and a high standard of deportment maintained in this school under her charge. We think we may congratulate the people of the district on having a year of school so satisfactory and suc- cessful. We think the present system a good one, and that it is the part of wisdom to continue it. Considerable im- provement has been made during the year in uniformity of text-books and classification, but there is still room for more in the same direction, which we hope may be accomplished during the coming year.
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TABLE OF ATTENDANCE.
SCHOOLS.
TERMS.
TEACHERS EMPLOYED.
No. of weeks.
Whole No. of scholars.
Average
attendance.
Primary,
First, Second,
Etta M. Kimball.
9
43
35
Sarah A. Sawyer.
11
48
41
Third,
Sarah A. Sawyer.
12
40
31
First,
Lizzie M. Sylvester.
9
29
26
Grammar,
S
Second,
Lizzie M. Sylvester.
11
29
25
Third,
Lizzie M. Sylvester.
12
39
32
GEORGE H. CURTIS, JOSEPH E. PLUMER, JOHN T. BACHELDER,
Board of Education.
FIRST ANNUAL REPORT OF THE
BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 3.
We have had thirty-one weeks of school the past year,- nine weeks in the spring, ten in the fall, and twelve in the winter.
The organization of the school for the spring term was into the three usual departments-Primary, Middle and Grammar. Miss Bertha P. Humphrey continued in charge of the Primary department with her usual success, which is praise enough. The Middle department was under the charge of Miss Florence Quimby, and was conducted in a manner highly creditable to the teacher and satisfactory to the Board. The Grammar department was not an entire success. The system, which had been adopted by vote of the district some years previous, required a male teacher in that department, and we hired the best man who would work for the wages we could afford to pay. Mr. O. E. Kingsbury came well recommended, was a modest and gentlemanly appearing per- son, and undoubtedly tried hard to do his duty as a teacher ; but either want of experience, lack of natural ability in that line, or fear of incurring the displeasure of scholars and parents,-perhaps all combined,-caused a failure on his part to carry out his instructions, and the condition of the school at the close of the term was not encouraging. The Board concluded that better talent must be engaged the next term for that department ; that better wages must be paid in order to get better work, and the experiment was tried of two schools instead of three-larger schools and larger pay- with the following results :
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We were very fortunate in our venture in being able to procure the services of Mr. Warren Abbot, well known in this vicinity as a gentleman and successful teacher, who quickly arranged and classified the older half of the scholars, and so instructed and interested them that, at the close of the term of ten weeks, it seemed doubtful whether vacation was really welcome to a majority of the pupils. Miss Humphrey succeeded admirably in charge of the smaller scholars, and your committee failed to discover that the school had suffered any detriment from the new arrangement.
Miss Humphrey readily resumed charge of her department for the winter term, and would have carried it through suc- cessfully but for a severe attack of throat disease, which obliged her to relinquish it at the beginning of the eleventh week. Miss Lucy Holden kindly undertook to finish out the term, but was also obliged to yield to a sore throat and bad cold, so that department was closed nearly a week before the regular time.
We would gladly have continued Mr. Abbot in the Grammar department, but business required his attention in California, and a successor had to be found. Mr. Charles A. Caldwell, a professional teacher of considerable experience, came high- ly recommended, and was selected from quite a number of applicants. Mr. Caldwell is a young man of good abilities, a college graduate, who has chosen teaching as his profes- sion, and is devoting himself to it with zeal and a determin- ation to achieve a reputation. He has done first rate work in our school, and with proper encouragement and just com- pensation can probably be retained in our school as now arranged. The whole number of scholars in his department the last term was fifty-seven ; average attendance, ninety per cent. Fifty scholars make a large school, but a smart teacher can make a good show in it if allowed his own method of arrangement and classification. Better results can be
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obtained with fifty scholars under a competent teacher, than with thirty scholars under a cheap man. If it is a choice of evils with us, let us be sure and choose the lesser.
If the present system is continued, it may be necessary to have some assistance in the lower school. These little folks cannot be kept perfectly quiet, and the noise of their con- stant twisting and turning is more wearing to the teacher than all the labor of hearing lessons and giving instruction. An assistant might be procured at slight expense to spend an hour in the morning and another in the afternoon, to hear the youngest children say their letters, aad then the room might be relieved from the confusion of perhaps twenty of these little, nervous folks, who would be much better out at play.
Our situation is just this : We have rather too many scholars for two schools, but not enough for three. If the time should come when we must accommodate say one hun- dred and forty scholars, the third department will necessarily be resumed.
ABIJAH HOLLIS, CYRUS M. PERRY, WYMAN W. HOLDEN.
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