USA > Rhode Island > Annual report of the Board of Education : together with the Annual report of the Commissioner of Public Schools of Rhode Island, 1875 > Part 12
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NEW SHOREHAM .- Parents, the success of our schools depends much on your co-operation with the teacher. Speak well of him before your chil- dren, if you would have him succeed well in the school room. Visit the school often to encourage the scholars and show respect to the school ; do not go to find fault and eriticise, but to advance education in your district .- GILES H. PEABODY, Supt.
NORTH SMITHFIELD .- Thoughts for Parents .- The schools need the inspiration that would be communicated by the more frequent visitation on the part of those most interested,-the parents. Many parents never visit the school-room to inquire after and scrutinize the methods of teaching. No farmer would put his favorite colt to pasture and never look after his welfare from year to year. How much less should this be the case with his child. In one of our schools, for two consecutive terms, not a visitor excepting the Committee invaded its sanctity ; and in many others the number of visitors was very small, only a portion of them pre- sumably parents.
Parents ought to cherish higher ideals of the value of education, so that their ambition would be for their children to learn rather than earn. What is it in most cases, but the most shameful selfishness, that prompts a man to deny his child the privilege of education for the scanty pittance he can earn, thus testifying that he believes gold more valuable than knowledge. If starvation threatens unless this course is resorted to, then the evil must be endured. But, undoubtedly, most parents by a little self-denial on their own part might give their children the best edu- cation our schools afford. When we remember that in the coming age, men are to be estimated and held in demand, according to their intelli- gence, and not according to their wealth, these thoughtless parents are but killing for their children the bird that lays the golden egg. May better counsels soon prevail.
Remarks-From a report lately published we learn that the single city of New York had last year over 230,000 pupils in its public schools, em-
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ploying 3,000 teachers, and expending $3,300,000 ! This burden of tax- ation was unhesitatingly borne, because the American people recognize the fact that popular education is not less a blessing to the rich than to the poor-" decreasing crime, reducing taxes, improving labor, increas- ing the value of property, and elevating the whole community." The police and police courts rendered necessary by the crimes of a few thous- and ignorant and degraded men cost more than the entire machinery provided for the education of 230.000 children.
In view of this fact, which is but one of thousands, let the citizens of this town ever hold in high estimation, the work of educating all her citizens .- CALVIN R. FITTS, Supt.
PAWTUCKET .- The teachers and members of the Committee are not alone responsible for the well being of our schools.
Parents and guardians should heartily co-operate with teachers in en- deavoring to secure prompt and regular attendance.
This is their first duty, and without its strict enforcement they cannot expect satisfactory progress on the part of children and wards. In addi- tion to this, they should manifest an interest in all the studies and school duties of their children. They should question them about their studies at home, and let them know and feel that their endeavors are appre- ciated. They should frequently visit the schools. Teachers and schol- ars need to be encouraged in their labors. Frequent visitations will give this encouragement. They must not expect a special invitation to visit any public school. They always have a standing invitation. I need not say that they are your schools, maintained by your money, and as school officers and teachers, we ask your presence, counsel and advice in this important work. We all seek to deliver society from its bondage to ignorance, immorality and iniquity, and the general and frequent visi- tation of parents and friends, will be a powerful agency in the accom- plishment of our work.
In this connection I wish to say that parents should not criticise, in the presence of their children, the plans and methods which the teacher has adopted in the school-room, even though not in accordance with their own views. In this way it often happens that the efforts of our best teachers, however well applied, are rendered worthless.
Home influence and criticism are most potent for good or for evil. What is done by the teacher is often undone by the parent. The home and the school bear an intimate relation to each other. Each sustaining the other, gives and receives important influences. Each has its peculiar work. The teacher's work is only designed to assist parents and guar- dians in the education, both moral and intellectual, of their children and wards. Yet, in order to do this, he must have their active and hearty co-operation .- PHANUEL E. BISHOP, M. D., Supt.
PORTSMOUTH .- The administration of our school affairs may be im- proved by a more efficient superintendence, and by securing, as far as may be, permanent teachers. We bespeak for the future a more thorough co-operation on the part of school officers, parents and teachers, for the education, improvement, and elevation of the rising generation. With
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well bestowed efforts, we may hope to see a marked improvement in the moral and intellectual condition of our whole people .- School Committee.
PROVIDENCE .- It is a matter of regret to the committee, that so few of the parents and friends of the pupils visit the schools. Could the pres- ence of those who are interested in the conduct of the school-room more often encourage the teachers and learners, there is no doubt that the daily routine would be in less danger of becoming mechanical, and that the instructor's labor would receive more life and produce greater results. There are many schools in which the superintendent and the inspecting member of the district committee are the only visitors seen and some to which, even the latter is a stranger. The teacher's spirit must at times fail, if he or she find in others neither sympathy nor evidence of interest. -School Committee.
RICHMOND .- Parents should be co-workers with teachers in this re- spect, by lending their aid and sympathy in every case when the teacher is reasonable ; it makes very hard work for teachers to govern when pa- rents are interfering and saying-" you can't do this," and "you can't do that." In most cases where trouble arises, the parent is responsible and not the child. How much better it would be to say to the child- "Go to school and behave well and obey your teacher, for if you are dis- obedient you will get punished." If every parent would do this, it would establish a basis for good order, which is one of the first requisites to a good school.
While the schools of the past year have been very well conducted and fair progress has been made, we hope that another year may find those at least who should be personally interested and more earnestly engaged in the work of education by keeping the children in school every day of each term, when it can be consistently done, by aiding the teacher in his arduous work of toil and effort to instruct your children, remembering that the seeds of character are being sown which will bud and blossom and bring forth fruit, which will prove a blessing to society and to our country, or bring shame and contempt upon themselves through all time and in eternity. Parents, look well to it! See that your children are educated, if you would have them useful and happy, by making others happy around them. Those who are more immediately connected with our one great and common interest-that of educating our children- should give more earnest heed to their work.
Let us all engage in the work the coming year with renewed zeal, re- membering that nothing is secured to ourselves or to our children, with- out some effort and sacrifice. May He, whose mercies have kept us thus far, still keep us and nerve us to greater action. and bring us to that higher position which is wanted in our common school interest .- GILBERT TILLINGHAST, Supt.
SCITUATE .- The educational interests of the town are among its dear- est and most sacred. As such they should be guarded with the greatest care. Too much money cannot be spent in their promotion, provided it is judiciously spent. No one familiar with the character of our schools, and with what they are doing for the children of the town, can feel that the money expended in their support is wasted. Even a larger sum
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might be wisely employed. Indeed, under our excellent State system of education, with the aid of all the improvements which the times afford, no citizen should feel himself burdened by the small amount which he pays to help on the good work. There should be not only more money expended, but also better instruction given, and more and better super- intendence should be afforded. When such shall be the case, the results will be still larger and more satisfactory. The temple of knowledge is a costly structure and the process of erection is slow, but it is neverthe- less most beautiful and fair, and there is a joyous satisfaction in having aided in its building by our individual, though humble, contributions. -J. M. BREWSTER, Supt.
WARWICK .- Shall we not say, in view of what the free schools have achieved throughout the length and breadth of our town, that we will labor with renewed zeal for their advancement?
Parents .- I could heartily wish that all parents might be as interested in the cause of public education as teachers, trustees and children, but too many of the parents look upon the public school of this town in an indifferent manner. They are apparently uninterested whether their children attend school or not. They allow their children to be kept at home under frivolous pretences, and absenteeism and tardiness are the results. Hardly any teacher in the town, but complains of the attendance on the first and last weeks of each term. In some schools, some of the scholars are not in school before the fourth or fifth week in the term. This should not be ; every scholar who intends to attend school, should be present the very first day of the very first week in the term .- W. V. SLOCUM, Supt.
WARREN .- With the best of teachers, and the best of systems, and the utmost effort on the part of the committee, some will still think their children are singled out, and unfairly dealt with.
All such false impressions would, we think, be corrected if parents would oftener visit the schools during the term, and become better ac- quainted with the teachers, and their numerous perplexities and cares.
Much of the trouble also arises from irregular attendance. This doubles the duties of the pupils when they are present, if they are still to keep up with their classes.
Their tasks become irksome, they chafe under them, lose their spirit of docility and study, and the outcome of it all is discipline, trouble and blaming the teacher. Parents, by enforcing the regular attendance of their children, and by frequently visiting the schools, would not only contribute to the comfort of their children, but save themselves and the committee also, many unpleasant duties .- S. K. DEXTER, Supt.
WESTERLY .- If parents and guardians had visited the schools in their respective districts more frequently, they would have seen much to ap- prove, and would have been better satisfied with the time and attention given to their children, than some of them now are.
Those, who have known the least about the schools, have probably complained the most. It can hardly be expected that the children, in our several school districts, will become more interested in their studies,
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or more desirous than they now are to increase in knowledge, till parents feel and manifest a deeper interest in their education .- H. M. EATON, Supt.
WEST GREENWICH .- It is to be regretted that our schools are not vis- ited more by the parents themselves, as they are the ones most inter- ested. In some districts we hardly find a parent's name on the register for a whole term. This should not be so.
I would earnestly appeal to the citizens of this town to avail them- selves, to the fullest extent, of the blessings of the public schools. No more valuable legacy can be bequeathed to the rising generation than a good education .-- CHAS. F. CARPENTER, Supt.
WOONSOCKET .- In the Report such statistics and such statements have been given as were thought to be most important at the present time. No hesitation has been felt in recommending advance steps. While the town is showing abundant public spirit and enterprise in the laying out of wider avenues, and improving its highways-while it is expending liberal sums upon its material improvements-it is certainly to be as- sumed that a kindred spirit should be manifested in the care and devel- opment of its public schools .- C. J. WHITE.
EDUCATION.
NEWPORT .- A great deal has been said and written on this important ยท topic, and while I would not enter fully upon the discussion of so vast a theme in this report. yet I would call attention to some points.
Channing says, " To educate a man is to unfold his faculties, to give him the free and full use of his powers, and especially of his best powers.
It is to train the intellect, to give him a love of truth, and to instruct him in the processes by which it may be acquired. It is to train him to soundness of judgment, to teach him to weigh evidence, and guard against common sources of error. To give him a thirst for knowledge which will keep his faculties in action throughout life ; to make him acquainted with his own nature ; to train the conscience ; to show him his true position in the world, his relation to God and his fellow beings. Further. to ed- ucate a man in this country is to train him to be a good citizen, to make him acquainted with our own history, government, laws, etc."
Assuming the above, the question for us to ask, is, how far does the instruction given in our schools conform to these principles ?
There is a want of correct understanding in respect to the principles of education in reference to the instruction of the children of the present day. Many eminent educators have hobbies, and to them there is but one system, and children of all capacities must conform to that system, in fact, must be put in the mill, kneaded, moulded, and ground out, each
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having the same mental shape and capacity, no allowance being made for any diversity in the gifts of nature.
Some would leave the child to itself, to gain its own information, and by its experiences solve the great problems of life ; while others regard each child as a distinct creature, having an individual existence, in fact, unlike all others ; a creature to be studied, then, taught. Making the system adaptive to the child, leading him to unfold, to put forth his strength, to depend upon himself.
The primary school, then, holds the most important position in the great field of education. It is there where the thirst for knowledge is to be enkindled, and the future citizen started on his great career to fulfil his mission. Now it is not all of knowledge, to know-practice must follow theory, and knowledge made more sure by the experiences of ap- plication.
It is true that we have but small capacity to work upon in the primary grade, but it is the opening of an angle and how far apart are the lines when produced ! If we give them an upward inclination, we shall be sure to arrive at the development of the true angle ; but if distorted and bent, what an unsightly figure-a human wreck !
As no vessel starts out for a long voyage but partly equipped, so no child should be started on its course being educated only in part. All that can be taught, should be taught to the child.
It is not enough that he have a high per cent. in spelling, or that every question in geography be answered correctly. How much does he know of what he has recited? How much progress has he made? Pro- gress in general knowledge, progress in development? Is he stronger in intellect, is he better in temper or disposition, in his morals, in his life? It is to this that we should look, for with this all other knowledge is made more sure. If the head, the hand, the heart be cultivated, if the true sentiments of life be implanted and fostered,-the graces. the humani- ties, the sweet and beautiful charities,-then, education will have started upon a fair basis.
Then will the child, the youth, the man understand, each, his relation to society, and know what to expect from the world, and what the world expects from him. Mental, moral, physical education, from the begin- ning to the end.
What are the rules of the school-room to a child who is not properly instructed in regard to them? Merely hedges, to keep the flock from straying, to save trouble, or preserve from annoyance.
I do not think that rigid rule and order is best. A school may be well governed, and not well kept. A teacher may have a thorough system of discipline, order excellent, recitations perfect, and not accomplish much in the way of education. In fact a class may be under the care of a teacher a year or more, and the teacher become really acquainted with but few members of the school. If rules suppress, and sternness compels children to hide faults, how can we correct what is not known to exist? We often find that the best scholars in deportment under some teachers, are the most mischievous under others, and vice versa.
Our duty plainly is then to study the child with earnestness, and seek to do that which is for the best good of the child in all cases, in discipline
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as well as in other instruction, teaching him the benefits of self-control, and leading him to master himself, rather than to dispose of the case in a way that will be of the least trouble to us, or make rules and regula- tions so rigid that no trouble will occur at all .- T. H. CLARKE, Supt.
PROVIDENCE .- To every thoughtful mind interested in the onward progress of education, the question often occurs, how can our schools be best improved, and their practical benefits extended to every child in the community. No system or plan should be so definite and fixed, that it may not be modified to meet existing exigencies. Experience and observation are to be our best guides. Imaginary theories unsupported by facts, are of but little worth.
Our true aim should be to give the best education possible to the largest number-to fit and prepare by proper training and culture, every youth for life's work in whatever sphere or condition they may be placed.
From a long and careful examination of the working of our school system, I am fully satisfied that some slight modification is desirable.
The present course of study with the classifications and grades are arranged for those who entered to complete the whole course in the High School. For this class no change is needed ; but there is a very large class that never enter the High School, and very many leave before fin- ishing the studies of the Grammar, and not a few even finish their edu- cation at the Intermediate Schools.
It is most deeply to be regretted that so many parents are so incon- siderate as to take their children from school with so imperfect an edu- cation. Hundreds every year have abundant reasons to lament their foolish decision. The life of many a young man is embittered and sad- dened by the neglect of his early culture. There is no richer legacy a parent can leave his children, no surer guaranty against the evils of life, than a good education. But so long as this state of things exists, and unwise parents will compel their children to leave school, ought not something to be done, to give them greater facilities for acquiring such knowledge, as will best fit them for life work and thus in some measure alleviate their sad condition.
I would recommend, therefore, that in each of our larger Grammar Schools, one or more rooms be set apart for those pupils who are com- pelled, by circumstances or the choice of parents, to take a limited and partial course. Such a change could give far greater facilities of in- struction to these unfortunate youths. Children from all but the lowest grades can be admitted to these rooms, and the course of study can be so changed and modified as to be specially adapted to the individual wants of each, so that the most valuable and practical instruction possi- ble may be given in the shortest time. In these schools much less time might be given to the elements of knowledge and to technicalities, and more to the inculcating broad and general principles. In many instan- ces a brief outline might take the place of minute details, so that what has special reference to each child's proposed vocation may receive the most attention. Special care, however, would be needed, that the regu- lar classification and grades be not disturbed, and that none but those
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who are absolutely required to take the shorter course, be permitted to do so.
In addition to those pupils who are compelled to take a very limited course, there is a large class who do not and who cannot attend regu- larly any school. Such are obliged, when they can find employment, to assist their parents at home in procuring the necessaries of life. Yet there are weeks and sometimes months during the year in which they would gladly avail themselves of common school instruction, were there any schools adapted to their wants and condition. Many of these are not qualified for the Grammar School, and even if they were they could not be properly classed in them, on account of their frequent and neces- sary absence. It is manifestly unfitting to send such boys, from twelve to fifteen years of age to the Primary or Intermediate Schools, the only ones into which their qualification will admit them, to be classed with boys and girls from six to ten years of age. These schools would be exactly suited to this needy and deserving class, which have the strong- est claim upon our sympathy and liberality ; a claim urged by every sen- timent of humanity as well as by every dictate of an enlightened policy.
It is made the duty of the Superintendent to report, at each regular meeting, the number of pupils attending the several schools, and their respective conditions, and also to make such recommendations and sug- gestions as will tend to their further advancement.
So much has already been written and spoken on education and the various methods of teaching, that it would be difficult, if it were wise, to give utterance to anything new or original. We have the counsels of the most eminent teachers, and the results of their large experience, as well as the crude theories of enthusiastic tyros.
There is no subject on which there have been so many and so diverse opinions, as in regard to the best methods of imparting instruction, and in the managing of schools.
Those who have the least experience in teaching, and are the least familiar with the real progress of education, are often the most confident and the most positive in their assertions of what ought and what ought not to be done.
While some are so wedded to the past as to believe that there is but little chance for improvement, others are ready and eager to adopt every novelty that seems ingenious and plausible. There is, however, a wise medium that should be rigidly adhered to. While it should be our con- stant aim to improve upon old methods-to remedy defects as soon as they are proved to be such, and to gather from every source the ripest experience of the ablest teachers, we should guard against the adoption of new and untried theories, however confidently they may be put forth.
Remarks upon European and American Systems of Education .- Educa- tors have often been too favorably impressed with the European plan of education without considering its aim and spirit. What is wise and judicious under a monarchical government is wholly unsuited to the growth and prosperity. of republican institutions.
The culture and training necessary for each is widely different. The one aims to centralize-to repress individuality : the other seeks to give scope and intelligence to each individual mind. The one makes the
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will of the ruler often supreme in questions of right and duty. The other recognizes in man a moral power and freedom of will as one of his ina- lienable rights. The one aims to make a nation of soldiers as their only bulwark of defence, ignoring the interest and welfare of the great pro- ductive classes. The other rests for support and perpetuity on that broad and expansive culture that educates man to a higher plain of intelligence-ever recognizing the great truth that history utters with a warning and prophetic voice, that no free government can exist and be stable, that is not founded on the intelligence of the masses.
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