I.w "••'•, Mxll.MuM, 'iI'ii'M'i.m.i'i. n REPORT SPECIAL COMMITTEE ON REDUCTION OF STUDIES PUBLIC SCHOOLS FIRST SCHOOL DISTRICT OF PENNSYLVANIA, WILLIAM H. FLITCRAFT, Chairman. PHILADELPHIA: CRISSY & MAKKLEY, PRINTERS, GOLDSMITHS HALL, LIBRARY STREET. 1861. 4*r7y* * REPORT SPECIAL COMMITTEE ON REDUCTION OF STUDIES PUBLIC SCHOOLS f OF THE FIRST SCHOOL DISTRICT OF PENNSYLVANIA. WILLIAM H. FLITCRAFT, Chairman. PHILADELPHIA: CRISSY & MARKLEY, PRINTERS, GOLDSMITHS HALL, LIBRARY STREET. 1861. Office of the Controllers of Public Schools, FIRST SCHOOL DISTRICT OF PENNSYLVANIA. Philadelphia, January 9, 1SC1. At a Meeting of the Controllers of Public Schools, First District of Pennsylvania, held at the Controllers' Chamber, on Tuesday, January 8th, 1861, the following Report and Resolu- tions were adopted : ROBERT J. HEMPHILL, Secretary. EEPORT. To the Board of Controllers of the Public Schools of the First School District, Penna. Gentlemen : — The Special Committee appointed at the last meeting of the Board " to recommend what studies now pursued in the Grammar Schools shall be discontinued ; to determine what further limitations, if any, shall be made in the remaining branches;" and also to consider the resolution from the Board of Directors of the Eighth Section, recommending that " teachers be required to devote the whole of the afternoon session to explaining the studies of the following morning," respectfully present for your approval the following report and resolutions : I. LIMITATION OF STUDIES. Your Committee, empowered first to recommend the discon- tinuance and limitation of the studies of our Grammar Schools, ask the attention of the Board to a brief consideration of the facts and principles that have guided them in the discharge of this duty, and of the data upon which their recommendations have been based. "The two great points in intellectual culture are the discipline and the furniture of the mind." Both of these points are best secured by a scheme of study that includes few branches, but W bTrr "r h n matt T in each - That mind k the best *><**«* which habitually seeks to reach the loftiest heights and to sound the lowest depths of every subject demanding its attention, and which appropriates systematically all the incident facts, regular or anomalous. A mind so trained will always become welf fur- nished I on whatever subject it dwells: consequently, the most desirable of the two objects of culture is mental discipline and those studies which habituate a scholar to dispose of his acquire- ments logically and methodically, and which by their fullness test the sustained application of his mind, are the most essential to his progress and profit. A great variety of facts in one branch gives fullness of furniture with order and profundity; while, owing to the limited reach of the human faculties, a great number of branches pursued for a brief space of time gives only great variety of furniture, and, necessarily, shallowness and perplexity. No man, aware of these facts, who wisely regarded his mental welfare, would undertake a great diversity of studies, nor should he require others to do so; and yet we, to whom these facts are patent, who are professedly deeply interested in the well- being of all whom the public have entrusted to our care, require a tolerably advanced acquaintance with twelve or thirteen distinct departments from the pupils of our Grammar Schools before the High Schools are accessible to them ! The amount of study at present demanded for admission into the High Schools has no parallel in the annals of education, if we confine our attention to the requirements upon pupils of the same age and during the same period of attendance. The scholars of the Boston Grammar Schools pursue but nine studies for a similar promotion to that tor which our pupils are compelled to pursue thirteen. In New York, admission to the Free Academy is attained after passing a satisfactory examination upon a comparatively small number of studies. Owing to our better educational provision for subordi- nate schools, furnishing thirteen teachers for the instruction of each pupil who passes from the alphabetical class of the Primary Schools to the lowest division of the High School, we are enabled to inculcate thoroughly a larger number of branches in our Grammar Schools than can be successfully taught in the same grade of schools in either of the cities mentioned. But, in the opinion of your Committee, the number at present cultivated is beyond the bounds of propriety, and thoroughness in all is unattainable. We believe that the present state of scholastic oppression calls for immediate action and relief. Your Committee deem that the practicable means of imme- diately relieving the pupils of our Grammar Schools are six in number, namely: 1. By transferring some branches from the Grammar Schools to the High Schools. 2. By transferring one or more branches to the Secondary Schools. 3. By discarding comparatively unserviceable studies or parts of studies. 4. By introducing more compendious text-books upon some branches, or by limiting the use of the most diffuse to the High Schools. 5. By discontinuing one or more studies in the lower divisions of the Grammar Schools. 6. By requiring some studies, now almost exclusively learned at home, to be exclusively learned at school. In the recommendations which follow, we have availed our- selves, in some way, of every means here enumerated; and, as the heaviest complaints are urged against the prodigious weight of the home studies, the greatest changes are proposed to be made in them. The branches regularly pursued in our Grammar Schools, 6 classified as home studies, school studies, and both home and school studies, are as follows : NO. I. II. NO. III. HOME STUDIES. NO. 1. 2. 3. 4. HOME AND SCHOOL STUDIES. SCHOOL STUDIES. 1. 2. 4. 5. 6. 7 - Spelling. Definitions. Principles of Grammar. Geography. Rules of Arithmetic. History of U. States. Constitution of U. S. Parsing. Practical Arithmetic. Mensuration. Algebra. 1. 2. Reading. Penmanship. It is evident, from the spirit of the preamble and resolutions under which your Committee are called upon to act, that our business must mainly be found in reducing the number and the matter of studies in the first and second columns of the above table ; and we now proceed to the execution of our duty, by recommending to the Board to cause the study of ALGEBRA to be discontinued in the Grammar Schools of the District. This branch was among those introduced in the year 1849; the mere elementary parts have been taught, and, as taught, they give no discipline to the mind that is not fully attained by the cultivation of other branches which must always form part of the exercises of Grammar Schools. Besides, Algebra is pursued in the High Schools, where it may, without much inconvenience, be commenced as well as completed. GREENLEAF'S NATIONAL ARITHMETIC. "We recommend that Greenleaf 's National Arithmetic be limited in its use to the High Schools, as it evidently was prepared for that grade of schools, and as it is entirely too diffuse and minute in details to be exhausted in the ordinary arithmetical course of the subordinate schools. RULES OF ARITHMETIC. We -recommend that the mere rules of arithmetic shall no longer constitute a branch of examination for admission into the High Schools. To master them requires only a verbal memory, which is sufficiently exercised in other branches, and the neces- sity of knowing the mere wording of a rule ceases as soon as the pupil is made familiar with the practical working of the problems. The inefficacy of memorizing rules for aiding in practical arithmetical work is demonstrated by the facts, that many scholars who obtain exceedingly high averages when tested upon the rules are not able to take a respectable mark when exam- ined upon practical examples, and that expert calculators are often found deficient in the mere verbiage of the rules. Your Committee, however, aware of the excellent mental dis- cipline imparted by arithmetical explanations, and of the useful information contained in mathematical definitions, request that they together may be made to constitute a subject for the exami- nation of candidates for admission into the High Schools, to be known by the name of Principles of Arithmetic, and that its explanations be mostly taught in the first and second divisions. GEOGRAPHY, GRAMMAR, HISTORY, AND CONSTI- TUTION OF THE UNITED STATES. The study of Geography is commenced in the first or second divisions of our Primary Schools. It is taught in every division of our Secondary and Grammar Schools, thus claiming attention from at least ten teachers, and occupying the minds of our scholars for a period of five years and upwards ; whereas the study of Grammar usually commences in the lowest division of our Grammar Schools, and is discarded after sharing the atten- tion of only five teachers, and occupying the minds of our scholars two and a half years and upwards. There is no good reason for this marked difference. True, the study of Geography can be successfully taught much earlier in life than Grammar can, but that is also a very good reason why it should sooner be com- passed and discarded. The facts of Geography, as given in our text-books, call into exercise very inferior faculties, compared to those which are tasked in the study of Grammar. Geography, as taught, deals mostly in mere local relations, developing almost exclusively the visual perceptions, whereas Grammar unfolds all the varied relations of words, and penetrates the mind through every ave- nue of thought. The importance of Grammar demands that the period of time allotted to it should be extended, or that the time spent upon grammatical recitations should be prolonged. The period of its study might be extended by introducing its rudiments into the first divisions of Secondary Schools ; but this is a step which your Committee cannot take upon themselves the responsibility of recommending, as they have not been appointed to introduce studies, but to discard, compress, and regulate. The time spent upon grammatical recitations, however, can be prolonged by appropriating part of the time of eight teachers instead of ten to the study of Geography, which can be done by determining that Geography shall be commenced as a study in the first divisions of the Primary Schools and completed in the third divisions of the Grammar Schools. By the arrangement indicated, more time can be bestowed upon grammatical studies in the highest divisions at an age when some degree of mental maturity will favor the inception and comprehension of their principles. It is, therefore, recommended that the study of Geography be completed in the third divisions of Grammar Schools, and that the study of Grammar be more extensively pursued in the first and second divisions of the same ; and, in order more cer- tainly and effectually to secure a large share of the time of the first and second divisions for the study of Grammar, your Com- mittee propose that candidates for admission into the High Schools shall not be questioned upon Geography. We also recommend that the memorizing of History at home be discontinued, but that teachers continue to dwell upon it in reading lessons, to the extent of three lessons weekly. CONCLUSIONS. We will here conclude all recommendations to limit, both in the number and amount of studies. The amount of daily school work for teachers will not in any respect be lessened by the proposed changes. There is still, perhaps, more to be taught and explained than can very well be acquired in the time to be appropriated to it; but the amount of labor for the scholars will be reduced at least one-third. The amount of reduction can only partly be observed, by comparing a list of the studies now pursued and a list of those recommended, as below presented. The studies marked by an asterisk are recom- mended to be very materially diminished in extent. 10 I. ! II. NO. 1. STUDIES NOW TUESUED. J NO. t ! i- STUDIES RECOMMENDED. Reading. Reading. 2. Orthography. 2. Orthography. 3. Penmanship. 3. Penmanship. 4. Definitions. ! 4. *Definitions. 5. Grammar, (Principles.) 5. Grammar. 6. Parsing. 6. Parsing. 7. Geography. 7. ^Geography. 8. Rules and Principles of Arithmetic 1 8. *Principles of Arithmetic. 9. Practical Arithmetic. 9. Practical Arithmetic. 10. History of the United States. 10. *History of the United States. 11. Constitution of the U. States. 11. Constitution of the U. States. 12. Mensuration. 12. Mensuration. 13. Algebra. It must also be remembered in favor of the list recommended, that owing to the arrangement in regard to Geography and the principles of Arithmetic, no more than eleven studies can be pursued together even in the highest divisions; whereas, at present, twelve or thirteen are pursued in them, and ten in the lowest divisions.. It is also worthy of remark, that the Principles of Arithmetic, which now engage the attention of five divisions, if taught as recommended, may be exhausted in the first and second divisions, thus enabling Principals of Grammar Schools to make still further reductions in the lowest divisions, where scholars are youngest and least inured to habits of thought and study. 11 II. HOME STUDIES. Your Committee were secondly authorized to Consider the propriety of requiring the teachers of Grammar, Secondary, and Primary Schools to devote the whole of the afternoon session to explaining the studies of the following morning. As it might be inferred from the language of the resolution of the Board of Directors of the Eighth Section, containing the suggestion on the expediency of which we are now about to re- port, that one of the duties of your Committee is either to de- fend or discountenance the prevalent practice of scholars com- mitting and performing tasks at home, we deem it well to state that, after mature deliberation, we are not willing to recommend the entire abandonment of it. Our convictions are, that some home application is absolutely necessary to habituate pupils to depend upon their own resources ; that, during school hours, many, by the mere presence of others, have their attention so distracted that profound study becomes impossible; that study at home is usually more pleasant and profitable than study in school, on account of pupils not being constrained to occupy a fixed position, and from their not being compelled to attend unremittingly to the pre- scribed tasks. The remarks upon this subject made by the Prussian Ministry of Public Instruction, in 1837, appear to us to be so apt and prudent, that we extract the following: — "While it is highly important that the pupil should have preparation to make at home, re- quiring the exercise of his own resources, it is not less so that the amount of private study should not be carried to an injurious extent. The regulations, therefore, provide that, at the begin- ning of each term, there should be a conference of the teachers to determine the due amount of such work in the different classes in detail. Every teacher should keep a book in which the exercises actually given are accurately noted, so that the directors may see, at any time, hoiu far the decisions of the conference have been conformed to.'' 12 GRAMMAR SCHOOLS. For pupils of Grammar Schools, occupied as they are almost incessantly during five hours and a half in mental exertions, your Committee deem that an hour and a half is the maximum time that should be required for study at home; and the more forcibly are we convinced of this, when we reflect that the time usually and most conveniently employed upon home lessons is that which immediately precedes retiring, when both mind and body are likely to be wearied with the exercises of the day. One hour and a half being the maximum allowance of time, the maxi- mum number of lessons should not be more than two, varying in length according to the character of the study, and the age and grade of pupils. SECONDARY AND PRIMARY SCHOOLS. The maximum demand of time for home study made upon the pupils of Secondary Schools, and upon those of the Primaries who are sufficiently advanced to study, should be one hour ; and the number of lessons should never exceed two. CONCLUSIONS. We feel it to be incumbent upon us to recommend to the Board immediate action on the points under consideration, and also to direct the attention of teachers to the propriety of giving all necessary explanations of tasks, before pupils are required to re- cite them. Yet we are by no means prepared to favor the appro- priation of the whole afternoon session to that purpose ; as those studies which must always be almost exclusively taught in school will require much more time than could be obtained in the morning, after the recitation of two lessons had been finished. Besides, it will not always be necessary to elucidate the lessons for the following day during a period of two hours and a half, in order to have scholars understand perfectly all that will be required of them. It appears to us that resolutions embodying the various sug- gestions given above upon these subjects, and requiring that Spelling, Punctuation, Parsing, Mensuration, History, Principles of Arithmetic, and Practical Arithmetic, be taught exclusively in school hours, would satisfy all reasonable demands for retrench- ment of home study, and for extension of school illustrations and explanations. The effect of such resolutions will be made evident by a com- parison of the table of home and school studies, as now pursued in Grammar Schools, with the list of home and school studies, as we recommend to be pursued. The table of home and school studies, as now pursued, which is the same as that before presented, is, as follows : I. II. III. NO. HOME STUDIES. NO. HOME AND SCHOOL STUDIES. NO. SCHOOL STUDIES. 1. Spelling. 1. Parsing. 1. Reading. 2. Definitions. o. Practical Arithmetic. 2. Penmanship. 3. Principles of Grammar. 3. Mensuration. 4. Geography. 4. Algebra. 5. Rules of Arithmetic. 6. History of U. S. 7. Constitution of U. S. 14 The table of -home and school studies, as recommended to be pursued, is, as follows: I. II. NO. HOME STUDIES. NO. SCHOOL STUDIES. 1. Definitions. 1. Reading and History. 2. Principles of Grammar. o. Penmanship. 3. Geography. 3. Orthography. 4. Constitution of the United States. 4. Parsing. 5. Practical Arithmetic. 6. Principles of Arithmetic. 7. Mensuration. It will be observed that only three home studies can be pursued together in any division. Lessons could be given, two at a time, on alternate nights; and the amount of home study required may thus be cut down one-half. Such a distribution of home and school studies would give three home studies to the pupils of Secondary Schools, and to the most advanced Primary pupils ; namely, Spelling, Geography, and Tables. Before dismissing this subject, your Committee desire to ex- press the opinion, that though the proposed changes will not lessen the labors of teachers, yet they would add much to the pleasure of the teaching, by aifording more time for explanation than the present methods, by obviating the necessity of cram- ming, by allowing more time for the instruction of individual scholars, as well as of masses, and by providing a more liberal allowance of time for Reading, Penmanship, and Orthography, thus enabling teachers to instruct in them more satisfactorily and thoroughly than at present it is possible to do. After thus fully considering the subjects committed to us, we beg leave to recommend, for the adoption of this Board, a series of resolutions, embodying nearly all of the pertinent and prac- tical suggestions of this report. If adopted, we are convinced 15 that in the Public Schools of our city, the health of the most studious and sickly scholars will improve, the pleasures of teach- ing and learning "will be enhanced, thoroughness will, in a great measure, supersede superficiality, better thinkers will be deve- loped, our homes will- be free from the constant and annoying oppression of great and difBcult tasks, and the people will be gratified at possessing a system of education in which all lessons will be taught, instead of one in which the greatest number of lessons is only recited. RESOLUTIONS. Resolved, That the study of Algebra shall be discontinued in the Grammar Schools of this District. Resolved, That the use of Greenleaf's National Arithmetic shall be limited to the High Schools. Resolved, That the mere rules of Arithmetic shall no longer constitute a branch of examination for admission into the High Schools ; but that definitions of arithmetical terms and reasons of arithmetical operations shall still be examined upon, under the name of Principles of Arithmetic. Resolved, That the History of the United States shall not be memorized, and that three reading lessons weekly, of one-half hour each, be given by teachers using the book. Resolved, That no lesson in Geography shall be given to pu- pils of the first and second divisions of Grammar Schools to be prepared at home ; and that candidates for admission into the High Schools shall not be questioned upon that subject ; but that geographical lessons shall be given at least three times weekly, in the third, fourth, and fifth divisions. Resolved, That no more than two lessons, at any time, shall be given to pupils of Grammar, Secondary, or Primary Schools, to be studied at home, and that no greater amount of matter shall be daily assigned to pupils of Grammar Schools than can be committed to memory or performed, by scholars of average ability, in an hour and a half; and that, from Secondary and Primary pupils, no more than one hour of home study shall ever be required. 1G Resolved, That the Board require the teachers of every grade of school which has two daily sessions to employ the hours of the afternoon, as far as is practicable, in explaining the les- sons to be recited on the following day. Resolved, That the regulations of this Board, relating to the extent and limitations of home and school studies, shall be kept prominently posted in all the Public Schools of this District. Resolved, That the Teachers of Grammar, Secondary, and Primary Schools be furnished with a blank book, in which they will be required to keep, for the inspection of Controllers and Directors, a correct record of the daily tasks they assign to be studied at home. Resolved, That all limitations or agreements authorized by this Board, which conflict with the above resolutions, are hereby declared null and void ; and all limitations or agreements in re- gard to school studies, which have been authorized by this Board, and which do not conflict with the above resolutions, are hereby re-established and re-affirmed. Resolved, That the limitations of studies shall not take effect until after the next semi-annual examination of candidates for admission into the High School. Resolved, That the home studies be confined to Definitions, Principles of Grammar, Geography, and the Constitution of the United States. Resolved, That the school studies be as follows : — Reading, Penmanship, Orthography, Parsing, Practical Arithmetic, Prin- ciples of Arithmetic, and Mensuration. Resolved, That the study of the Constitution of the United States shall be commenced only after that of Geography shall have been discontinued. W. H. FLITCRAFT, LEWIS BITTING, CHARLES WELSH, THOMAS FITZGERALD, GEO. INMAN R1CHE, T. G. HOLLINGSWORTH, R. Q. SHELMERDINE, Committee. 021 520 576 9 / n' LIBRARY OF CONGRESS in 021 520 576 9