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 24
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
In music, not much has been accomplished, owing to inconstant teaching. Recently, however, the talented services of Prof. Jantz have been secured, and already we have reason to expect rich results from his labors. Although the compensation is somewhat larger than hereto- fore paid, still it is hoped that, in view of his superior abilities as a teacher of our children and youth in the science of music, the difference will be willingly voted by the town .- S. K. DEXTER, Supt.
Cow se of Study in the Graded Schools .- Second Primary, one year : The Alphabet, Spelling Charts, First Reader.
First Primary, one year : First Reader, first term ; Second Reader, three terms ; Spelling from Reader ; Tables, Blackboard Exercises.
Second Intermediate, one year : Third Reader. Spelling, Primary Arithmetic ; Exercises in Geography, first four lessons.
First Intermediate, one year : Third Reader, Spelling Elementary Arithmetic to long division, Geography to nineteenth lesson, Writing.
Grammar School, four years : First year, Elementary Arithmetic and Mental Arithmetic, Geography, Reading and Spelling ; Second, third, and fourth years,-Arithmetic, Geography, Grammar, Reading, and Spelling.
High School, six years : First and second years, Arithmetic, Gram- mar, United States History, Reading and Spelling ; Second year, Latin Introduction, Optional ; Third year, Algebra, Physical Geography, and Physiology, Latin Reader and Grammar, Optional ; Fourth year, Geo- metry, Natural Philosophy, Ancient and Modern History,-Greece, Rome, France and England, Latin Reader and Virgil, Optional ; Fifth year, Chemistry, Rhetoric Astronomy, Botany in the Summer Term, Virgil, Optional ; Sixth year, Moral and Intellectual Philosophy, Eng- lish Literature and the Study of Words,-Botany in the Summer Term.
Students desiring to enter college may, at the close of the third year, pursue the following classical course : First year, Latin .- Cæsar's De Bello Gallico, Cicero's Orations, Harkness' Latin Composition, Hark- ness' Latin Grammar. Greek,-Boise's First Lessons in Greek, Had- ley's Greek Grammar; Second year, Latin,-Virgil, Latin Composi- tion, Grammar. Greek,-Xenophon's Anabasis, Greek Composition, Grammar.
A pupil completing either the Full Course or the Classical Course, will receive a Diploma of Graduation.
.
150
SCHOOL COMMISSIOER'S REPORT.
TEACHERS.
BRISTOL .- The corps of teachers has remained very much the same as last year, only one or two changes having been made.
The south district comprises all the schools in the compact part of the town, viz. : the High school, the three Grammar schools, the three Interme- diate and the four Primary schools. They are, with the single exception of the North Primary, under the care of the same teachers as last year, all of whom have been doing their whole duty faithfully and well and with satisfactory results, always promptly at their posts and remaining until their work has been completed. The teachers are accomplishing, by their labors, an amount of good in this community that cannot be esti- mated .- R. S. ANDREWS, Supt.
BURRILLVILLE .- Qualifications of Teachers .- I confess that in a few instances I have given certificates, when my judgment did not wholly approve. And this, for these reasons : 1st. There is no law of the Committee requiring any uniform standard of scholarship on the part of teachers. 2nd. Certificates had previously been given to these persons by my predecessors. 3d. It was not deemed judicious to make too great or too sudden changes. I am of the opinion, however, that if a fixed percentage of answers were required in order to a certificate, it would be much better than it now is, both for the teachers and the scholars. For the teachers, because they would then be more nearly equal, and perhaps more inclined to assemble themselves together for mutual im- provement. Better for the scholars, because the more scholarly a teach- er is, other things being as they should be, the better always for those taught. Some sensitiveness has been met with, when, in obedience to your instructions and the laws of the state, those desiring certificates have been required to undergo an examination. This has been noticed, too, where least expected ; for in those who have seen service, we should expect that thoroughness in the branches taught, which would cast out the spirit of fear. Does not the law, by limiting the validity of a certificate to one year, declare her intent to keep the teachers up to the required mark? Does she not virtually say to those making teaching their work, equal effort is demanded in maintaining, as in gaining your posi- tion.
Ought not such questions as the following to be satisfactorily answer- ed by every applicant for the situation of a teacher, before receiving the lawful certificate ?
"Have you been thorough in your study of the common branches, viz. : reading, writing, spelling, geography, arithmetic, and grammar? Are you acquainted to some extent at least, with the history of the United States? Are you prepared to teach the children something of civil government? Are you prepared to teach the children in the use of commercial paper, such as business notes, bills, receipts, etc? Do you renounce the idea that teaching school consists of a progress of a-sign- ing lessons and hearing recitations ? Do you indorse the idea that the common school is to educate the children, and the object of an education is to qualify them for active business life? Are your own habits and
151
EXTRACTS FROM SCHOOL REPORTS.
your moral character such as that of an instructor of the youth should be? Do you wish to teach because you believe you will love the work? Will you try, by every means within your reach, to instill into the minds of those under your instruction, a love for that which is good and a hate for that which is evil? Do you believe you have good ability to manage a school, and to impart instruction ? Do you intend, if you en. gage in teaching, to avail yourself of every means afforded you, to im- prove in the art of teaching, by attending the teachers' associations, teachers' meetings, etc ?"-WM. FITZ, Supt.
CRANSTON .- The Clerk and Superintendent were directed to revise the " Rules and Regulations for the Government of Schools," and to prepare written questions for the examination of teachers.
These examinations have been made as thorough as practicable and have been mainly conducted by the Superintendent in the presence of the Committee .- WM. HILL, Chairman.
By direction of the Committee, the Clerk and Superintendent prepared a series of questions, to be answered in writing by those who applied for positions as teachers in the schools. These writ- ten examinations are justly regarded as better tests of real scholarship than entirely oral examinations can possibly be, and it has been mainly upon them that the decisions to grant or withhold certificates of qualifi- cation have been based.
· The good results following the adoption of this plan have been so man- ifest, as to determine the Committee to adopt it for the year ensuing. In connection with this subject, there is a matter that deserves the careful attention of the District Trustees. That is, the absolute necessity of having candidates present at the stated meetings of the Board, for the examination of teachers. No little time has been wasted the past year, by the failure of Trustees to heed the request of the Chairman of the Committee. As a rule it is not more difficult to employ a teacher three or four weeks before the beginning of the term, than to employ one, a day or two before the appointed time for school to commence. The amount of time that has been spent by the School Board this year, in the examination of teachers, would greatly surprise most of our townsmen, if it was mentioned. It is not too much to say that one quarter of that time would have been sufficient for the work had the candidates been present at the appointed times as urgently requested by the Chairman of the Board. While the Committee willingly give all requisite time to their wholly gratuitous work, it is too much to impose upon them the sur- render of day after day, of valuable time, merely because others of their fellow citizens, are too careless, or too much engrossed in their own pur- suits, to give prompt attention to the interests of their immediate dis- tricts.
The Trustees have usually employed teachers whose influence over their pupils is not measured by mere ability to impart instruction in the prescribed studies of the school. I present no detailed reports of separate districts, for reasons which will probably suggest themselves to all, who are really interested in educational matters. Where all have labored faithfully and by their diligent efforts have deserved success, it seems to me better to award the meed of a general approbation, than to
152
SCHOOL COMMISSIONER'S REPORT.
makes elections and by omissions leave the appearance of condemnation upon any, even those who have not attained the highest measure of suc- cess.
While a change of teachers has not been as frequent as in some school years, still changes have been of too frequent occurrence.
It should be our aim to secure good instructors by paying a good price for faithful work, and having obtained good instructors, we ought to re- tain them longer than the ten weeks of a single term.
Since August 15th, we have granted no less than 28 certificates, while at no time have more than sixteen teachers been employed .- D. G. ANDERSON, Supt.
EAST GREENWICH,-Female teachers have been employed in all the Schools, except the Grammar Department of District No. 1.
While the School Committee, the Superintendent and the Trustees that feel an interest in their respective duties can do much to promote the wel- fare of the public school, it is the teacher who is the vital element in the school-room ; upon whose ability and constancy it depends whether the term of school is a season of profit to the pupil or a fallow period of idle- ness.
The great want of our schools is skilled teachers, not time servers only, but teachers whose heart and soul is in the work of the school-room. It should be the practice of the teacher to visit the parents, to talk to them of the studies and progress of their children, to urge their punctual at- tendance, and by their active presentation of knowledge, stimulate a desire for its acquisition.
No matter what may be the condition of the neighborhood, if the teachers are thoroughly conversant with school duties, can bring zeal and enthusiasm to the work, together with literary qualifications, they will secure the attendance and attention of pupils ; parents will co-operate with them, and success will crown their efforts .- DANIEL C. KENYON, Supt.
EXETER .- At our quarterly meeting held in July, the Board were unanimous in voting that all examinations of teachers applying for cer- tificates of qualification to teach in this town, should be written. A list of questions were prepared by the Board to be submitted to cach appli- cant. All applicants to teach the summer terms were required, cach, to get seventy-five per cent on all papers, and not to fall below seventy per cent. on either paper. For winter terms, to get at least eighty per cent on all papers, and not to fall below seventy-five per cent on either paper. WILLET H. ARNOLD, Chairman.
A combination of all the requisite qualifications for a teacher, is rarely found in any one. We find many teachers who can command the respect and attention of their pupils, are quite good disciplinarians, and yet are poorly qualified in literary attainments. Others are good in literary qualifications, and are wanting in judgment and ability to govern a school. Any one who has not these qualifications combined, never can be suc- cessful in teaching. I have refused to grant certificates to many teachers, who have applied to me during the past year, on the grounds that they were unable to answer the questions previously given for public exami- nation.
153
EXTRACTS FROM SCHOOL REPORTS.
I am well satisfied that some of them were quite apt in government, and would advise them if they expect to teach, to give more attention to a correct understanding of the branches required to be mastered and taught in our schools. To you, teachers, who have watched over the past year, and in a measure directed the intellectual developments of the youth under your charge, I would return thanks for your courtesies, and the kindness with which you have received any suggestions from me, intended to assist in the improvement of our schools. You labor under great responsibilities to the children committed to your charge, to par- ents, to society, to your country, and to your God. May you have the guidance and direction of the Great Teacher of mankind, to lighten your labors, and His assistance in the performance of the many duties of life. WILLET H. ARNOLD, Supt.
FOSTER .- A portion of our teachers have imbibed the idea that if the lessons are recited verbatim that is all that is required, or in fact all that is necessary ; consequently they make no inquiry as to whether or not the pupils understand what they have (parrot-like) repeated. An- other portion is so very kind that if the pupil fails to remember the text the teacher, without comment, repeats the text for him ; and in reading, if the pupil does not at once understand the word, the teacher immedi- ately informs him or her as the case may be. The perceptive mind will at once see that neither of these modes will develop the thinking powers of the pupil's mind. The larger and better portion of the teachers have taken a different method of instruction. The successful teacher takes the true way neither to discourage inquiry nor directly to answer the ques- tion, but leads his pupil by the silken cord of tact to grasp and under- stand the idea for himself. This Is teaching in its true sense, under which the mind is developed.
I fear that some of our teachers have labored quite as much for show and appearance, as they have for real, practical knowledge.
There have been employed in the town nineteen female and thirteen male teachers. The females, as a class, have been as efficient as the males, and as a whole the school-year, with a few exceptions, has been quite satisfactory. In cases where teachers have given good satisfaction, it is better that they be retained than changes be made. Age and expe- rience are very requsite qualifications .- GEO. S. TILLINGHAST, Supt.
GLOCESTER .- A failure in one school does not necessitate a failure in another, even by the same teacher ; its surrounding indaences may have been such as to greatly modify the teacher's efforts. I have used the terms excellent, good, and indifferent, to denote the condition of the schools as regards order and methods, etc. By order, I do not mean that which transforms children into mere machines. It is not necessary a teacher should be as cold as an iceberg, or to transform pupils into icicles in order to have a quiet school. The youthful spirit should be controlled and directed, not chilled to death. When noise, confusion, and its accompaniments are found in a school, little good can be ex- pected to result from such, even if the teacher possess the highest litre- ary qualifications. Order and respect should be secured and maintained, in and about the school-room, by every teacher, or at once leave it for some more congenial place or occupation. To mistake one's occupation is
11
154
SCHOOL COMMISSIONER'S REPORT.
nothing unusual and criminal. Different methods have been employed with varied successes and failures, according to the proficiency in and the understanding of teachers in adapting them to the needs of their pupils. I will venture the opinion that no one method is applicable in every particular to all, or that any system is so perfect that it cannot be varied to suit circumstances with profit. Among methods, the topic pro- duced the best results, creating discussions, causing observation, stimu- lating inquiry, and producing a more general interest. This method, like all others, is subject to abuse for want of discrimination and limited knowledge. A very small circle seemed to bound the vision of some, while others continued to enlarge its circumference, until teachers and pupils became absorbed in the subject under discussion. It is needless to say such made real progress in their schools. The taking and read- ing of school journals and works pertaining to the teacher's calling has become a fixed want. The R. I. Schoolmaster, National Normal and National Teacher, are seen upon the desks of many of the teachers .- THOS. IRONS, Supt.
HOPKINTON .- The teachers have aimed, I believe, at success. As a body they have ranked above an average, and in their labors, have been faithful. In some instances they failed to secure that degree of order which is so essential to the highest good of the school.
Teachers should ever be willing to make all reasonable explanations of the course pursued by them in the discipline and studies of the pupils, and should seek the personal acquaintance of all the families who send to them.
Teachers should study human nature, the characteristics and disposi- tions of their pupils. For in the school room we have human nature in its embryo, in its crude, uncultivated. undisciplined, and unformed state. And it is the business of the teacher, to bring out from this rudeness and roughness, the polished statue, and to grow those embryotic germs into blossoms and fruits of richest taste and sweetest fragrance. One great defect in teaching is a want of thoroughness. This is many times the result of a deficiency in the teacher of a clear apprehension of the sub- ject. No one can teach well that which he does not understand. Hence the teacher should have every day's lesson well refreshed in his own mind, and should be able to give a full lecture on every class recitation, if necessary. Text books may be a necessity. But the teacher who limits his class recitations to them, i» far behind the present age. All that pertains to knowledge, to morals, to good behavior, to politeness, to the noblest manhood and womanhood, are the duties of a school room. The influence of a loving, amiable, gentle, firm teacher, one who is born to govern, to discipline, to teach, whose face is radiant with sweetest affection, will be a continual sunshine, not only in the school- room, but in the community. The misanthropic, the morose, the sour, the cold, and phlegmatic, should never be permitted to occupy the teach- er's chair. The school room should be a temple dedicated to knowledge, to proper behavior, to love, and the most tender and affectionate solici- tude for all its youthful worshipers. Nor should the body be neglected. Its form should be developed into one of beauty, strength, vigor, activ- ity, and health. The position of the pupil should be made to conform to
155
EXTRACTS FROM SCHOOL REPORTS.
that of symmetry, elasticity, ease, and a free operation of all its parts. Light should fall on the books from behind. Calisthenics, gymnastics, and other health-giving exercises, should have their daily place in the school room.
During the past year, six males and eighteen female teachers have been employed, and it is but justice to say, that the latter have succeed- ed equally well as the former. And were it not for the erroneous views which have obtained, and do still obtain, respecting the competency of females to manage schools, they would become even more efficient than they now are. Boys are often led to think that it is a kind of femininity for them to submit to a woman ; that it is unmanly to be governed by a female. And a public sentiment frequently thus demoralizes a school taught by a female. But it is a prejudice as cruel and unjust as it is unfounded and unprofitable. When parents will train their children to obey as readily the mother as the father, and when wives shall be put on an equal footing with husbands, and sisters with brothers, and woman with man, and the reign of usurpation cease, and the false notions that have obtained shall have been corrected, then woman, designed by na- ture and nature's God to be not only a mother but an educator, will fill that most of all responsible positions, the position of teacher.
As far as practicable, teachers should be employed by the year, or at least by the half year. This would better enable them to perfect their manner of teaching. For every teacher should have some definite plan of teaching, and a one term school scarcely affords a sufficient time to demonstrate it. One of the great drawbacks on our schools is the transient employing of teachers, thereby subjecting the children to a continual change of methods of teaching, of manners, and of discipline. Many districts expend a large portion of their money in educating teach- ers, rather than the pupils, candidates who are mere novitiates ap- prenticing themselves, rather for the opportunity of learning the trade of teaching, than practicing as an adept the art of teaching.
The treasures hid in the youthful mind, remain unknown until reveal- ed, and it is within the walls of our common schools where these treasures are to le brought to light. How important, then, that persons be em- ployed who know how to teach, and what to teach. No profession re- quires a greater combination of the rarest qualities of mind, than that of teacher. Any tyro can hear a class recite, or listen to its reading. But that falls far short of teaching. Nor is mere memorizing a lesson re- citing one. The true teacher is a spirit-quickening power in the mind. of the pupil. The true educator is one who develops the mind of the scholar. To awaken thought, inquiry, self-reliance, and a desire for knowledge, is among the more difficult labors of the teacher. Without skill in that direction, a teacher will fail in one essential thing for which he is employed. Another thing: The teacher should possess the ability to clothe his thoughts in appropriate language, with perspicuity, and easy facility. The minds of some persons are so slow and sluggish. as to render their teaching tedious, tiresome. Quick perception, fluency of utterance, accuracy of expression, and brevity in explanation, are. golden qualities in a teacher. Teachers should love their work-so love it as never to feel teaching to be a task. The teacher should be an en-
156
SCHOOL COMMISSIONER'S REPORT.
thusiast, inspiring all the pupils with the same feeling. Teachers of Hopkinton, how honorable, how noble, how elevating, and responsible, your work !
" Drink deep, or touch not the Pierian spring ; There, shallow draughts intoxicate the brain ; But drinking largely sobers us again."
Permit me to express my appreciation of the teachers with whom I have associated the last year, for their uniform respect and cheerful co-operation, manifested towards myself and the Committee. It gives me pleasure to say, that I believe they endeavored faithfully to per- form their duties. I shall carry their memories long with me. From having been many years a teacher, and many years a School Visitor and Superintendent, I can from experience sympathize, deeply sympathize, with them in their arduous and sometimes, I fear, unappreciated and hence unthankful work. I also wish to tender my thanks to them for their attendance and hearty co-operation during the Teachers' Institute held at Locustville in October last. Their aid was valuable .- S. S. GRISWOLD, Supt.
LINCOLN .- In order to secure a good school, the first and highest re- quisite is a good teacher. Witho it this, no matter what the other ap- pointments may be, no efficient work can be done, no good accomplish- ed. The idea that total failures in every other life-work may make a success in teaching, has been widely prevalent ; but we are glad to see that the people are awakening to a realizing sense of the dignity and importance of the profession of teaching, and are no longer content with third-class teachers. But even now, as in other business, there are many who turn their attention to teaching for a few months, whereby they may earn funds so as to enable them to finish some more congenial profes- sion. Such persons have no just appreciation of the requirements of a teacher, and surely they possess no ability to perform the services. In the opinion of your committee, such persons should never be engaged by the trustee of any district. The harm which results from such a selection exceeds ten fold the good which is accomplished. It devolves upon the trustee to make selection of fit and suitable persons, and in the perform- ance of this most important part of his duty, he cannot be too pains-tak- ing or conscientious ; for upon it depends the entire usefulness of the school. If the trustees realized to a greater extent, how serious was their responsibility in this matter the character of our schools would change at once for the better.
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.