|
8
<br />ADAMS GRAMMAR. - Under the care of Mr. E. 0. GROVER,
<br />this school has continued steadily to improve through the
<br />year. Mr. Grover has introduced some methods out of the
<br />usual track ; has spared no effort of mind, will, and heart,
<br />to bring the school wholly under his controlling influence ;
<br />has awakened a degree of ambition and interest in the
<br />scholars, not of late years found in this school, and led
<br />them to a high point of scholarship. The first class, num-
<br />bering eleven, who took their leave of the school at the last
<br />examination, will probably form the controlling element in
<br />the entering class at the High School, and give room for
<br />high hopes of its character and abilities.
<br />THE HIGH SCHOOL. - We have nothing to add to, or sub-
<br />tract from, what we have before said of this school, and its
<br />diligent, devoted, and energetic teacher. We will devote
<br />the space belonging to it to a statement respecting some
<br />points in its plan. Its leading purpose is, or ought to be,
<br />not to create for itself a great name or reputation, but to
<br />afford to all the children of the town, who wish to avail
<br />themselves of it, the best practicable opportunity for fur-
<br />ther education, after they have fairly used the opportuni-
<br />ties of the lower schools. In determining what is a fair
<br />use of the Grammar Schools, and what degree of scholar-
<br />ship should entitle one to enter the High School, we cannot
<br />adopt an ideal standard, nor even that of the best pupils,
<br />but such as agrees with the average capacities of child-
<br />hood, both mental and moral. We do not consider it right
<br />to admit to the High School one who has evidently slighted
<br />the proper work of the Grammar School; nor, on the other
<br />hand, to exclude those who have been of respectable habits
<br />and proficiency as scholars in the preparatory course, even
<br />though they do not show a perfect mastery of all the field
<br />of study gone over. There is room here, of course, for
<br />difference of opinion as to the standard ; and, with the best
<br />9
<br />idea of the standard, room for mistake in its application to
<br />particular cases. It is not strange, then, that some of the
<br />pupils admitted to the High School prove unequal to the
<br />work required of them there, especially when that work is
<br />qualified by a very exacting method ; by very high require-
<br />ments as to thoroughness and self-reliance.
<br />But for the interests of the High School,—and by this we
<br />mean the interests of its pupils collectively,—it is necessary
<br />that there should be a regular course of studies ; and that
<br />the pupils should be required to move together in a limited
<br />scheme of classes. If, now, a portion of those admitted are
<br />not able to keep up with the rest, so as to accomplish the al
<br />lotted work in the time set for it, one of three things must
<br />follow : those who are able and willing to do the work must
<br />be hindered ; or the failing part continue in form with the
<br />class, but really slighting the studies required; or, falling
<br />behind, form one or more classes, not in the regularly ar-
<br />ranged order of the school, thus impeding the progress of
<br />the whole by diverting a part of the teacher's time from
<br />what ought to have his undivided attention, or being com-
<br />mitted to the less effective instructions of the assistant, or
<br />of other pupils. The latter has been the actual case for
<br />three years past, and the evil assumed a greater magnitude
<br />in the instance of the last class admitted than before. We
<br />do not now present any theory as to the best means of les-
<br />sening or removing the evil, but urge the importance of
<br />thoroughness, rather than haste, in the studies of the gram-
<br />mar schools, and suggest the reason why a more rigid
<br />method of examination may be pursued hereafter in testing
<br />the fitness of the pupils to enter the High School.
<br />At the close of the school, nine pupils received diplomas.
<br />The graduating exercises were attended by a crowded and
<br />most interested audience, who freely testified by applause
<br />the satisfaction with which they listened. The essays,
<br />2
<br />1
<br />
|