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 23
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26
Spelling .- This exercise has sometimes been conducted in a mechani- cal sort of way, but recently a different plan has been inaugurated-one which requires a closer attention of both the teacher and scholars. The results have proved that the present method increases the interest of the class, and consequently much progress has been made in this study since the change has been effected .- R. S. ANDREWS, Supt.
BURRILLVILLE .- Music .- The introduction of music, too, into more of the schools, would be in the line of improvement. While we may not expect, just yet, that the town will employ a teacher of music for the benefit of all, yet may we not, so far as practicable, employ regular teachers who, in addition to other qualifications, shall both love singing and be able to teach their pupils the useful art. We most heartily ap- prove of those teachers who are availing themselves of the power of sacred, moral and patriotic songs in the work of education. Many no- ble and beautiful and never to be forgotten sentiments may thus enrich the minds of the young .- WM. FITZ, Supt.
CRANSTON .- In several schools, special attention has been given to writing, a study too frequently neglected in our public schools. In all, particular attention has been paid to studies relating to the ordinary business of laborious life. Where time can be obtained for such studies, without trenching upon time properly belonging to common school stud- ies, attention has been directed to some of the higher branches of edu- cation ; but the schools are generally occupied fully with the studies be- longing in our common schools. Thorough work, rather than much work superficially performed, has been required .- D. G. ANDERSON, Supt.
CUMBERLAND .- There are a few scholars of precociously active minds
, 142
SCHOOL COMMISSIONER'S REPORT.
who are susceptible of an undue excitement in their studies. Such scholars are sometimes put to study too young, and stimulated beyond their strength to their great injury. But most of the children could easily do much more in the way of study than they now do, without the slightest danger. There are not a few from twelve to fourteen years of age who are perfectly content to drone along term after term over a little reading, writing, and spelling. Efforts have been made to awaken such to a consciousness of their mental power, and to the necessity of more work. Instances have occurred where whole classes have added ~ arithmetic, geography, and grammar, and in a little time these same scholars have become more proficient in spelling and reading than be- fore. Parents sometimes send word that they do not wish their child- ren to study geography and grammar, but if there was nothing valuable in these studies of themselves, still they ought to be studied for their use in arousing and sustaining mental activity. But a good knowledge of geography adds interest and enjoyment to every day's intelligence from abroad ; and grammar not only teaches how to write and speak well, but gives one the power to think more accurately and to better purpose.
A good deal of attention is properly given to spelling, and a good per- centage is reached in several schools. Written, oral, and competitive spelling are all practiced with good results. Written spelling should be constantly practiced, and while it should not exclude other methods, it should have the preference with the more advanced scholars.
Writing is practiced but is not taught as thoroughly as it should be. Too little importance is attached to it as an art, and too little time is devoted to the principles and methods of writing. The elements of the letters ; the position of body, arm and hand, should be all thoroughly understood, carefully taught, and persistently insisted npon. Young children can be taught to write letters and words as readily as to print them. Advantage has been taken of this fact, and in several schools much of their time is employed very profitably in writing their reading and spelling lessons on their slates. It is recommended that all the children be taught writing before they finish their first reader .- C. W. BURNHAM, Supt.
EXETER .- Singing .- I am pleased to notice that singing is practiced in quite a number of schools. It always awakens emotions of Lender ness, affection, and happiness, in the hearts of the children, whose youth- ful voices mingle together in pure and joyous song. It will assist in in- culcating principles of morality and virtue, and do much to refine the feelings and awaken an interest in that which is sublime and beautiful. When clouds o'er shadow the school-room, let the children sing, and if they catch the true spirit of song, the sunshine will come in .- WILLET H. ARNOLD, Supt.
HOPKINTON .- I found quite a common error in the schools in the use of reading books, that is, of pupils trying to read in numbers too high for them. For it is a serious disadvantage for children to be allowed to read in books where they have to spell the words and hesitate about pronouncing them. Both teachers and parents are often in fault here,
143
EXTRACTS FROM SCHOOL REPORTS.
Parents wish their children to be put forward, and teachers often gratify them, knowing that such promotion is injurious. Teachers also wish to "show off" on examination day, and therefore drill a class until the piece might be recited from memory.
Scholars should not be allowed to take any advance lesson, until tho- roughly understanding the previous one. I have found scholars reading (or trying to read) in the fifth and sixth readers, when they could not read intelligibly in the third or second ; and trying to write in the high numbers of writing books, when they could not well write in the lowest. Now, it is almost an irreparable loss to allow scholars thus to be put in advanced studies, either by parents or teachers, and it is evidently the duty of the Committee or Superintendent, however painful it may be, to classify all pupils according to their real attainments. Not until such a course is pursued by the teacher, the Superintendent, and Committee, shall we secure that thorough scholarship in the common schools which is acquired elsewhere.
The great reason why children who are sent to academies, seminaries, and other select schools, become more thorough in their studies than those of the common schools, is because such children are subjected to a course of drill and mental discipline, that is not interfered with by their parents.
Map Drawing has been introduced and practiced very successfully in the schools. Some well-executed specimens were given at the closing examination of the schools. The best executed were in the Higher and Grammar departments of the graded schools in Districts 2, 4, 9. Draw- ing as a regular branch was taught in the Grammar department of Nos. 2, 4. Some very good specimens of proficiency were shown. This art should be taught in every school.
Singing is practiced in many of the schools, and should be made a part of every day's exercise. Natural Philosophy and Physiology were taught in the Higher department, and also in the Grammar department, of Nos. 2, 4. In most of the schools, these higher branches ought to be studied. It would tend not only to elevate the character of the common school, but break up the monotony which often hangs like an incubus, on the school hours .- S. S. GRISWOLD, Supt.
NEWPORT .- Course of Study .- We have followed, in the main, the course laid out by Mr. Small, and as far aswe know it has given gen- eral satisfaction.
Drawing in our public schools may be considered no longer an ex- periment, but has come to be generally accepted as an important part of the curriculum. The advantage it gives to one who possesses even a partial knowledge of the art is undisputed. Says an eminent writer, "There is not a machine-shop throughout the country where there is not an annual loss of hundreds of dollars, because the workmen do not comprehend drawings. And there is not a single machinist who cannot earn much more after he has studied drawing." Charles Stetson, in his essay, states "That drawing should form the main feature in technical education designed for the great mass of the people."
Now we know that much has been done in our schools in the practice
144
SCHOOL COMMISSIONER'S REPORT.
of this study during the past year, and we hope much more may be done during the coming year. Therefore I would urge the suggestion made by a member of your Board, "That a competent person be engaged at the earliest practicable moment to give lessons in drawing to the vari- ous schools in this city."
Writing .- This study is so nearly allied to the former, that improve- ment in the one aids materially in the mastery of the other. Some change has been made in this department during the past year. The Duntonian Free Hand Series being adopted by your Board in place of Potter & Hammond's, marked improvement is noticeable thoroughout the department.
The Primary number-a perfect gem in its way-was put in first Primary Grade, and is doing a wonderful work. The first and second classes Intermediate use the pen now, instead of the pencil, and the writing of that grade is improving in consequence.
We may safely state that, through the drill given by this system, much of the awkward and cramped style of penmanship has become a thing of the past.
Singing .- Since the introduction of Mason's Music Charts, a great degree of improvement has been noticed in this department. Scholars of the primary grade sing readily, by note, exercises written in common time,-two-four, three-four, three-eighth, and in some instances difficult music, without previous study. Prof. Smith is doing a great work, and is giving general satisfaction.
Spelling .- Much improvement has been made in this important study. Probably in no other exercise have the teachers aimed to be so thorough as in this. And the results of the last half term examination prove the success of their endeavors.
Arithmetic .- We have tried to make this study as practicable as pos- sible. Many of the pupils of our schools are now acquainted with the methods of business. And often would the visitor on entering the rooms of the higher grades, find stock companies, insurance companies, rail- road corporations, organized with president, cashier, directors, stock- holders, &c., assessing taxes and declaring dividends. Limited partner- ships have been formed and dissolved, with gain or loss accruing to the partners. The various departments of trade have been visited, and the information gained brought to the school room and made of use to all. It is needless for me to add that there is great interest shown in these schools.
General Information .- A great deal has been done in some schools in this department. And I would suggest that the efforts of the teachers be seconded by placing within reach good books of reference, charts, and books on natural history ; books of morals and manners ; social cul- ture, literature, physiology and the various sciences .- T. H. CLARKE, Supt.
NORTH PROVIDENCE .- From observation of the conduct of the schools I am becoming convinced that the studies are not all allowed the portion of time their importance demands. Arithmetic is receiving a large share of the time spent in the school room, and I think in many schools too much for the welfare of the pupils. It is claimed to be the best study
145
EXTRACTS FROM SCHOOL REPORTS.
with which to discipline the mind. This may be so ; but is it necessary to have a long daily drill upon arithmetic throughout the whole school life of our children ? Is it required to be reviewed and re-reviewed up to the last days of school attendance? After a certain proficiency has been attained in arithmetic, can we not more profitably cultivate our children by the study of natural and mental philosophy, history, physiology, the elements of geometry and the construction and derivation of words, thereby giving a more varied discipline, which shall be valuable for its diversity and practical utility.
During the past year drawing has been taught in all the grammar and intermediate schools. It is not taught as in some towns by a special teacher, but by the regular teachers. In the early part of this year a person applied for an opportunity to teach drawing in our schools as a specialty. It was suggested to the teachers by the school authorities that it would soon be made one of the requirements by the school boards in the State, and that they had better qualify themselves and commence at once to teach the rudiments, and not have a teacher introduced for that branch, as such a course would reflect upon their ability, and have a detrimental influence. The teachers have acted upon the hint with a unanimity which has been very pleasing to your agent. In nearly every instance a gratifying success has attended the effort. and in visiting the schools many marked instances will be observed. I have not judged this subject by single specimens, exhibited as they will be by every teacher who has some pupil blessed with a natural taste and skill. It is the class exercise on the black board which must show the proficiency at- tained, and I have been pleased to witness classes whose rapid work on the board, with its uniformity and accuracy, speak well of the training they have received, the interest they have felt and the progress they have made in this branch in the short time they have devoted to it .- ANDREW JENCKS, Supt.
NORTH SMITHFIELD .- Reading and Spelling. These branches do not receive the attention commensurate with their importance. Although they may not be so useful in the practical affairs of life as some other studies, yet they are everywhere the recognized test of culture. While it is no great credit to be able to read fluently and to spell correctly, yet in our land, at this age of the world, the reverse is rightly a great dis- grace. Oftentimes in school, it is difficult to witness any improvement from year to year, in the matter of reading, except in the ease with which words are pronounced, which too often becomes a fatal facility, and militates against every principle of correct reading. Improvement in this branch depends very much upon the teacher, and is usually in in- verse ratio to the number of pages read. What is wanted is a resolute drill, continued, one sentence at a time, until all the difficulties of pitch, pause and accent yield. Spelling should be taught more by written than oral exercises, since in mature life the orthography of words appeals al- most exclusively to the eye rather than the ear. Writing and its kin- dred art, drawing, should receive more time and care than they do. Since object-teaching has become so common that not only teachers, but lec- turers and illustrators of truth employ it, if our children are to be kept
146
SCHOOL COMMISSIONER'S REPORT.
abreast of the age, they will need to be familiarized with those modes of expression that address the eye. Closely allied with the foregoing in the study of Geography is Map-drawing. In some of the schools it has been pursued with great success, and the Committee confidently recom- mend this manner of teaching as calculated to render the pupil's knowl- edge of this branch independent and indelible.
Arithmetic in common schools receives much time and attention on account of its importance as a discipline of the reasoning faculties and as preparation for the practical business of life. But it is a question if these ends are not in a great measure frustrated by a lack of clear state- ment of principles and a want of analysis in processes employed by the scholars. The teacher may take it for granted that the scholar under- stands his problem because he can solve it without holding him to a rigid explanation of his work. Thus scholars "go through the book," and when asked how much eight pounds of turkey would cost at 22 cents per pound, innocently reply that they never ciphered in turkey rule ! Let teachers hold their scholars to a rigid account for every step taken and figure made, and demand a lucid explanation of every process. Only thus can Arithmetic be taught aright .- CALVIN R. FITTS, Supt.
PROVIDENCE .- In the earnest endeavor to improve our schools and to. elevate their condition, there is, at the present time, danger of attempt- ing too much, of hurrying the pupils over too many studies imperfectly, without utilizing the knowledge acquired and showing its practical appli- cation. It is the exact knowledge of a few truths rather than the superficial knowledge of many that gives strength and vigor to the mind. This should be regarded as the fundamental principle in all teaching.
Whatever is taught should be clearly taught and made intelligible, and so intimately related to what has been previously acquired, that it may be easily associated with it, forming an harmonious whole. Discon- nected facts, however important they may be when sytematically arranged, are of but little value when they are held in the memory by great efforts as independent truths.
One of the most difficult tasks in teaching, especially for young be- ginners, is to discriminate wisely what ought and what ought not to be stored up in the mind, as its permanent wealth. Even our best teachers are not agreed upon this subject. The tendency, at the present time, is to crowd the memory too much with unimportant matter, and often with words without meaning.
Primary truths and general principles that underlie each branch of study should be fixed indelibly in the mind as among its most familiar ideas. This can be secured only by frequent repetition and constant ap- plication to the subjects to which they relate.
The correct use of language which is not only the medium of thought, but the vehicle of all knowledge, must be learned mainly, not by unintel- ligible definitions and rules, but by careful, exact and constant use. Children are best taught to write and speak correctly, not by learning from rules how it ought to be done, but by daily exercises in writing and speaking it with the greatest.accuracy and precision. This is now being put in practice by our best teachers with the most satisfactory results.
147
EXTRACTS FROM SCHOOL REPORTS.
Rules and definitions and technical grammar are not, however, to be regarded as useless. They hold a very important place in language as em- bodying general principles and forming the basis of a science.
Whatever is true in language, is also true of other branches of study. In geography and history, only the important facts and truths that are intimately related and that can be systematically arranged, should be committed to memory.
To compel children to learn by laborious efforts to repeat long lists of names and dates and whole pages of description in the precise words of the book, is exhausting to the brain-weakening rather than strengthening its power without any practical benefit whatever. This cannot be too emphatically condemned .- DANIEL LEACH, Supt.
WARWICK .- Reading .- How is reading taught in the town of Warwick ?
1st. The alphabet. Many of the teachers pursue the old method of teaching the alphabet. They teach the children the names of the char- acters and afterwards the sounds, as they may occur in the word which composes them. Some however, pursue the object and word method, and teach by the eye as well as the ear.
Spelling .- I regret that I cannot recommend the speller in use in our town ; I regard it as too much advanced for the pupils who are required to study it. Dictation exercises should be more universally practiced than at present. Very many persons can spell well when the word is pro- nounced to them, but when they are compelled to write the word, they are at an utter loss how to spell it.
Arithmetic .- It is with great pleasure that I am able to report that great attention is paid to this branch of study. All of the more modern methods of computation have been introduced into the schools of this town. The principles are clearly taught, and the computations are exact.
Geography .- I am heartily glad to learn that the old methods of teach- ing geography, have become obsolete, and that new and better methods have supplied their place. Who cannot remember the counties, shire towns, &c., that they were required to learn under the old system, and which as soon learned, were as soon forgotten. Now the general con- formation, the most important political divisions, and a brief account of the most important Physical and Political facts in the history of each land is all that is required.
The extent to which map-drawing has been brought in this town is really surprising. I have seen scholars in the various schools in this town take a State, mark out its boundary, describe its mountains, locate its rivers, place its cities, give information in regard to its chief produc- tions, delineate the character of its inhabitants, and compare its influ- ence with that of other countries or States, without referring to maps or description. How much better this plan than that old method that taught us something we never needed, and omitted all that was of any use in business life.
Writing .- I regret that I cannot unqualifiedly recommend the pen- manship of the pupils of the various schools of this town. In fact there is no system of penmanship taught in this town. Potter and Ham- mond's is the only legalized authority, but how few master the very ele-
148
SCHOOL COMMISSIOER'S REPORT.
mentary principles of Potter and Hammond. What teacher masters the science of penmanship? And who even attempts upon the blackboard to delineate the elementary truths of chirography? The days of the quill and bold English hand of the old masters have passed away and nothing yet has supplied their places. Teachers themselves must first be taught in the principles of modern penmanship before they are quali- fied to instruct others, and yet it can hardly be expected that a good system of penmanship can be given to teachers in academies where pen- manship as a science or art is never taught. If possible, I would re- commend that a good instructor in penmanship be employed to visit our various schools and instruct in that branch of learning.
Music .- Good attention has been paid to music in the various schools of this town. Many of the teachers are singers, and have been enabled to instruct their pupils in vocal music in their schools. Some of the schools have procured organs or other instruments, and have thus been enabled to conduct their musical exercises in an appropriate and artistic manner.
Grammar .- The art of Grammar, in the use of the English language in its purity and uncorruptibility, next engages our attention.
When pupils are admitted into our public schools, they are first re- quired by various means to acquire the use of our common speech cor- rectly ; that is to so acquire a knowledge of the English language that their speech shall be understood, and all of their wants anticipated. We are an English speaking people, and whatever is taught should be in good English. Grammar is of secondary importance, but composi- tion, derivation and the practical use of good and idiomatic English is everything. In the common schools of this town let good pure English be taught, and no matter whether scholars are exactly instructed in re- gard to whether that or this sentence is of the first, second or third ele- ment, or whether that or this word is an adjective, verb or adverb; the only question is whether it is good, pure and idiomatic English. I would therefore recommend that, before or at the time scholars com- mence the study of Grammar, they commence the study of composition ; that some elementary work be adopted that shall teach the art of writ- ing the English language correctly as well as to divide the sentence into its elements and parts.
Many a pupil has been so instructed as to distinguish a simple, com- pound or complex element. To parse every word correctly in either simple, complex or compound sentence, and yet be unable to compose a sentence in pure English. In regard to all of the recommendations of my worthy predecessor, I. O. Seamans, Esq., I most heartily second ; as his recommendations, upon investigation, I find to be for the best interests of the various districts and for the schools of the town. I de- sire here to express my heartfelt gratification to the school committee who have so ably seconded my efforts to promote the cause of unsecta- rian, free education for the people, the whole people, and who have so earnestly endeavored to advance the cause of free and popular education throughout the town .- W. V. SLOCUM, Supt.
WARREN .- Music .- Your committee cheerfully endorse the recom- mendations of the Superintendent in that part of his report bearing
149
EXTRACTS FROM SCHOOL REPORTS.
upon the subject of instruction in vocal music in our schools. They have regarded themselves as very fortunate in securing the valuable ser- vices of Professor Jantz as instructor, at a salary of $300 per annum, and the cost of his conveyance in visiting the schools in the rural dis- tricts .- School Committee.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.