HERBERT W. LEVINE, Ph.D., INTERIM SUPERINTENDENT
SCHOOLS:
BROWN |
BURKE
|
CARROLL |
CENTER |
McCARTHY
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SOUTH
| WELCH
| WEST
|
HIGGINS |
PVMHS
|
|
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We are happy to report a very decided improvement in the condition of this school. Frequent visits have been made to it during the year, and, on every occasion, the recitations, the order and deportment of the school, and the influence of the teachers have approved mendation. Mr. Babson possessed uncommon qualifications as a teacher, both in port of superior attainments and the faculty of imparting knowledge, and also in the rarer faculty of exciting scholars to thought. Miss Hale, whose connection with the school began earlier, has given entire satisfaction to the Committee, and by her good instruction and personal influence has done much to elevate the school. At the examination we noticed one fault. The recitations were not loud enough. Many of the classes could not be heard in the farther parts of the room. This has been the prevailing fault of the school for years. It has been the subject of repeated complaint at examinations. Scholars should learn that it is nothing short of rudeness to speak so low as not be heard by their friends, who have come for the express purpose of hearing them. We look to see an improvement in this respect another year. At the beginning of the year a change was made in the Course of studies prescribed for the High School. That change was of so radical a character as to require explanation. It was made, in concurrence with the Principal, for the purpose of giving prominence to the fundamental branches of a good English education. It aimed at securing, in the first place, a sound basis of practical knowledge; allowing opportunity after that for all the accomplishments that could be had. With this view, the languages: Latin, French and Greek were assigned their proper place among the elective studies; while the Mathematics, Book-Keeping, Physiology and others were made required studies. The Committee bore in mind two facts. One was the actual condition of the scholars entrusted to their charge. It was felt to be a duty not to allow them to go out deficient in the essentials of a useful education, having gained instead only a superficial acquaintance with a few languages and sciences. W are not disposed to sacrifice use to ornament. The second fact borne in mind by the Committee was the probable destination of these scholars, and of those who will succeed them - the chances of their entering upon on a professional or a business life. A classical education is, in many cases, of great value. A good knowledge of Latin and Greek, and of the chief modern languages, is not only desirable, but indispensable to a complete literary culture. It is important, also, that there should be, in a town of this size, a public school where scholars can be taught the languages. We hope parents will feel disposed to grant their children the benefits of a liberal education, especially where their inclinations tend that way. It is also true that a little knowledge of Latin and French is better than none, and will be of advantage to the scholar, even if he should go straight into business and never enter the door of a college. But we contend it is not so important that he should know Latin Prosedy, or be able to read French, as it is that he should be able to read, write and speak and spell English correctly, to use understandingly the rules of Arithmetic, and to know something of Physiology, which is what we dare not affirm of all those now in the school, of those who have left it, or of those who will enter this year. We may further aid that History, Book-Keeping, Physical Geography, Natural Philosophy, Algebra and Geometry seem to us more important and entitled to a higher place than Latin and French, except in case of those who are preparing for college, or for one of the professions, or to to teach in a seminary where those languages are studied, or in case of the few scholars, chiefly young ladies, who will have leisure for study in after life; - and even in this last case, we should give the preference to History over either of the languages. In view then, of the plain facts, viz.: that, during the ten years, in which this school has been established, and out of more than a hundred scholars who have graduated, from it, only one has applied for admission to College, and that the same is likely to be the case for as many years to come; in view of the fact that not one of th candidates for admission to the High School at the beginning of this ear was in a condition to leave the Grammar School studies behind, the Committee elt it an imperative duty to make the change in question. Appended to this Report will be found a schedule of the Course of Studies now pursued in the High School. By reference to that it will be seen that the first place is given throughout to the English studies; while, at the same time, any scholar is allowed the privilege of taking all three languages if he wish, and if his parents consent. We submit this statement in the full confidence that the change will approve itself to the community as a good one, and one that was very much needed. What the interests of this town plainly require, in our judgment, as will sufficiently appear from the above remarks, is an English High School, where the languages may be studied, not a Classical School when they must be studied. The exercises of Declamation and Composition upon Examination Day have generally taken place in the afternoon. It was thought best this year to postpone them until evening. They were held in the Peabody Institute. The exercises gave much pleasure to a large audience. Many of the pieces had decided merit. At the close of the exercises, a presentation of books was made in accordance with Mr. Peabody's donation, "as rewards of merit to the pupils at their yearly examination." These gifts were of nearly equal value, thus obviating. in a good measure, the grave moral objections, which, in the opinion of many, lie against the system of the graduating class, twenty one in number. This is the largest class which has yet left the school. By the much regretted resignation of Mr. Babson, who goes abroad to study philology in the German Universities, and of Miss Hale, who retires on account of ill-health, the school school is left without a teacher. Names of the Graduating Class: At the Annual Examination of Candidates in the spring of 1859, out of sixty who applied, twenty-five were admitted - sixteen boys and nine girls. The Committee judged that to admit more than that number would be to lower the standard of the school, which they did not feel warranted in doing.
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