USA > Massachusetts > Essex County > Newburyport > City Officers and the Annual Reports to the City Council of Newburyport 1923 > Part 7
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Secretary to Superintendent-Grace W. Piper. Office Hours, 8:30 A. M. to 12 M .; 1:30 to 5 P. M. Saturday, 8:30 to 12 M.
Attendance Officer-Edward H. Porter. Office Hours, 9 to 10 A. M .; 4 to 5 P. M., School Committee Room, City Hall. Home telephone 159.
School Physician-Dr. John W. Shaw, 7 Orange Street, telephone 145.
School Nurse-Victoria M. James, 5 California Street, telephone 1402-W.
Annual Report
of the
Superintendent of Schools
To the School Committee:
I herewith submit the annual report of the Superintendent of Schools. It is the thirty-second in the series of such reports. As I have been con- nected with the Newburyport Schools only since November 2, 1923, I can merely note the chief points contained in the monthly reports of my prede- cessor, which are on file in the office, together with a few remarks of my own and some plans for the future.
ATTENDANCE
The percent of attendance in the elementary schools for 1922-23 was 91%; in the high school 95%. There were in the elementary schools 5636 tardinesses or 3.8 per pupil of average membership; in the high school there were 1875 tardinesses or 3.8 per pupil. This number of tardinesses is too large. It is a self-evident fact that a school cannot fulfill its pur- pose unless the pupils are present, and present the entire season. Absences are of course necessary at times; tardiness is seldom necessary. A very important part of a child's training is training in punctuality. Parents should insist that their children reach school during the fifteen-minute in- terval before school.
TEACHING CORPS
There are now 72 teachers in our schools. Of these, 21 are in the High School, 45 in the grades, and 6 are special teachers. Practically all of the teachers have had professional training for their work. Nineteen of the high school faculty are graduates of a college; two are graduates of a nor- mal school. Of the elementary teachers 10 are normal school graduates; 30 graduates from the Newburyport Training School; 2 have degrees from college; 4 attended normal school but did not graduate; one is a graduate of a training school for nurses; and 3 graduated from high school only. Forty-two of the teachers are local people. About half of the teachers have had over ten years experience; only four have taught less than two years.
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ANNUAL REPORT SCHOOL COMMITTEE
The corps is a comparatively permanent one, especially in the elemen- tary grades. That means that our system is not upset by numerous changes.
EVENING SCHOOL
The free public evening school opened on Monday January 15, 1923, at 7:30 P. M. with an enrollment of 76. Most of the pupils were mature persons with a serious purpose. Some of them had attended the evening school in previous years and were glad of the opportunity to continue their education. The school closed on Wednesday, March 28, having been in ses- sion three nights each week for ten weeks. Superintendent W. C. Moore, in his report for March 1923, has the following to say about the evening school:
"The attendance during this time has been remarkably good. And this is in spite of the fact that the school began long after the usual date of opening and has been held during one of the most severe winters on re- cord.
"The largest number of pupils in the school at any time was 108. This was in the very beginning before the less persistent ones had been elimin- ated. At the close of the term there were in regular attendance 61 pupils. The average number for the entire time the school was in session was 78. The school was composed of three classes in English for adult aliens with an average attendance respectively of 20, 14, and 11; one class in type- writing and a class in bookkeeping with an average attendance respectively of 15 and 9; and a class in upper grammar school subjects which averaged six pupils each evening. This last named class, although small, was almost as large as one teacher could handle to advantage since each pupil's need's were quite different from those of any other and the work must therefore be entirely with individuals.
"The school was in charge of Josie W. Kimball as principal and she had as her assistants Lelia E. Kimball, Gertrude E. Barrett, and Florence E. Casey in the adult alien classes; Martina O'Neil in typewriting; Cath- erine Donovan in bookkeeping; and Anstiss L. Richardson in grammar school subjects. In the organization of the subject matter of instruction and in their methods of presentation all of these teachers showed a very commendable proficiency. As a result the instruction was characterized by a definiteness and thoroughness which eliminated all desultory effort and which kept the pupils interested in their work to such an extent that even on evenings of extreme cold or severe storms the attendance was not seriously diminished."
It is to be regretted that lack of funds prevents the continuance of the evening school. Its work in teaching our language to those who are un-
A TYPICAL CLASS ROOM
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ANNUAL REPORT SCHOOL COMMITTEE
familiar with it is invaluable. We should also offer opportunity for ad- vanced education to those who desire it .. It is not right to deny this edu- cation to those seeking it.
HANDWRITING
The Zaner method of arm movement writing was adopted by the School Board at the April, 1922 meeting upon recommendation of the superintend- ent and a committee of teachers. A series of eight lessons was given to the teachers by Miss Florence E. Casey of the Jackman School. Practi- cally all of the elementary teachers took in addition, the correspondence course in penmanship offered by the Zaner Bloser Company, the publish- ers of this system. Superintendent Moore made this pertinent comment in his March report to the School Committee :-
"The good results of this new system as shown in the handwriting of the pupils must not be expected at once. Too long have our schools been using a series of copy books which presented only the forms of the letters without requiring specific detailed accomplishment from week to week and from month to month. Nor did the system formerly in use here stress the acquisition of the free arm muscular movement now so generally recognized as essential to a good handwriting. It is likely, therefore, that at first no marked improvement in the handwriting of our pupils may be expected. If the new system is conscientiously followed, however, the results in due season will be satisfactory."
PHYSICAL TRAINING
At the January, 1923, meeting of the School Committee it was voted to employ L. W. Clark as director of physical training in the schools for the balance of the school year. He was to give to this work four fore- noons each week at a salary of $50 a month. This sum was paid by the Public Welfare Committee of the City Council. During May and June Mr. Clark devotes all of his time, both mornings and afternoons five days a week, to the school work, including outdoor sports after school hours. During each of these months the pay is increased to $162.50. During the summer he supervises the playgrounds. The month of September is grant- ed as a vacation. From October 1st to May 1st he again devotes four mornings a week to the schools. The City Council has now voted (Mar. 3, 1924) to transfer Mr. Clark as physical director in the schools including an appropriation for his salary, from the Public Welfare Committee to the School Department. Superintendent Moore in his May report said :-
"Mr. Clark is doing a very creditable piece of work with the school children. During the winter he has organized in-door physical exercises to promote muscular activities, to develop deep breathing and to stimulate heart action, all the time laying particular stress upon correct posture. He
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ANNUAL REPORT SCHOOL COMMITTEE
has also introduced into the school room interesting games that give op- portunity for recreation. With the coming of the open air season he has begun to show the children the best ways to spend the out door recess pe- riods. Instead of the extreme rough and tumble antics of the more vigorous boys on the one hand and the passive participation as mere by-standers of the less aggressive children on the other, he is giving all boys and girls an opportunity to indulge in suitable out door games to the end that there may be a more definite program of play instead of the unorganized recess per- iods they have been having. Incidentally in this work he is teaching these children something of the ethics of sport and of fair play."
ORGANIZATION
The most pressing need in the elementary schools is a uniform course of study so that all sections of any one grade will cover the same work dur- ing the year. The making of such a course is a huge task. It involves a study of similar courses elsewhere, adaptation to local conditions, and co- operative effort by school committee, superintendent, and teachers. A good plan is to adopt, temporarily at least, some good course already devised by competent authorities and make any changes in the future that seem advis- able. Right here we are confronted with a difficulty on account of our nine- grade system. Very few places in the country retain the old nine-grade system. Only three of the 39 cities of Massachusetts have it, including, of course, Newburyport. No standard course of study is made to fit it. The eight-grade system for elementary schools is practically universal. This is modified in progressive places by having six grades in the elemen- tary schools, three in the junior high school, and three in the senior high school. Whatever the vast majority of people find to be the best way of doing a thing is usually correct. We cannot afford to be out of step. The burden of proof is upon the one who is different or peculiar.
A ninth grade has been found to be superfluous. It was originally intended to give a better knowledge of the fundamentals by furnishing an additional year of drill. That idea was prevalent in the days before edu- cation became a science. Experiments and scientific investigations show us exact facts upon which modern educational theory is based. In the first place it has been actually proved that we do not learn things better merely by spending more time in study. The important consideration is how we use this time which is devoted to study. We can actually accom- plish more by spending less time if we work according to the principles of psychology. Furthermore an additional year of drill at the age of pupils in the ninth grade is a great waste. The pupil is at a stage of mental de- velopment unsuited to drill. Earlier years were well adapted to this pro- cess. If we did not clinch drill subjects then, we shall have to admit our defeat, not seek to make up for our deficient instruction by imposing more drill when our pupils' very nature demands a different type of work. Don't think for a moment that I am discarding the time-honored three R's. We
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ANNUAL REPORT SCHOOL COMMITTEE
shall need them and use them in pursuing practical subjects that appeal to the budding consciousness and widening interests of pupils in their early 'teens. -
We shall therefore, ultimately have to adopt an eight-grade system, as practically every other community has already done. This will involve raising the age of entrance to the first grade to six years. We have now to take children at the age of five in order to get them into high school at the same age as in eight-grade systems. Most children at the age of five are too young, mentally and physically, to do work in school. We find most of the failures in grade one among these immature five-year-olds. The age of admission in most places is about six years. In some cases it is as low as five and one-half. Raising the entrance age to six years will be better for the children and will produce fewer failures.
None of the above changes can, of course, be made until we erect a new and adequate high school. Changing from nine to eight grades, for example, will necessitate promoting in one year, both ninth and eighth grades. The present building absolutely precludes this. In other words educational progress in Newburyport is blocked until we get a high school that will meet modern requirements.
Of the need of a new building as far as the high school itself is con- cerned I shall not speak; it is too well known and was fully and admirably explained by my predecessor in his last report.
THE FUNDAMENTALS
One of our chief objects will be efficient teaching of the fundamental subjects; namely, reading, writing, language and spelling, and arithmetic. These are the so-called tool-subjects which we must all know how to use correctly in our daily transactions. We must first have, as I have already noted, a clear and practical course of study. Secondly we must see that our methods of instruction are `economical and efficient. Thirdly we should, from time to time, by means of standard tests ascertain just where we stand in the important subjects as compared with the standard or aver- age achievement in other schools. Lastly, we must insist on real hard, pur- poseful work on the part of the pupils. The modern tendency is to do as little work as possible. To overcome this we must, to be sure, form habits of attention and industry. It is very well, to be sure, to make les sons interesting and attractive; we must be patient and clear in our in- struction; but unless we actually get the pupil himself to think and work we have accomplished but a small part of the task entrusted to us.
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ANNUAL REPORT SCHOOL COMMITTEE
SPECIAL CLASSES
There are, in our schools, many children who have not advanced in school as far as most children of their age. This may be for several rea- sons :
(1) perhaps they were older than most children when they entered school;
(2) they may have been absent on account of sickness;
(3) some physical defect may keep them from doing their work well;
(4) they may have so many interests outside of school that they have no energy or strength left for work in school;
(5) they may not have learned the lessons of previous grades and so have no foundation for understanding the lessons of the grade they are now in.
Whatever the reason these pupils need special help if they are to succeed.
The law of our state (chap. 71, section 46) requires that special classes be maintained for pupils three or more years retarded. We have many such children yet we do not have the classes specified in our state law. It is quite becoming for that department of our city government to which is entrusted the correct training of our youth to be a non-observer of the law. But that is not the worst side of the matter. These children are not getting a square deal. They are not able to do the work of the grades in which they are placed. Consequently they fail and we are bringing up these unfortunate boys and girls to be failures. They realize that they are failures; they know they are out of place. They see ahead innumerable school days in which they will fail just as they are doing now, just as they always have done. The only bright spot in the vista of the years is the blessed day when the inplacable law (meant to be beneficial) will open wide the schoolhouse door and let them pass out. Pass out to what? Many of them have not even a usable knowledge of the three R's. They have no practical training. The only thing their school experience has taught them is that they can not seem to do anything and do it right. I am speaking, of course, of the most pronounced cases, but there are enough of these to merit serious consideration.
If such children were put in charge of special teachers, in small groups, these teachers could minister to the individual needs, give only as much instruction as could be mastered, and train in practical hand work, too. Then each child could really succeed and enjoy the consciousness of achieve- ment. Whether he did much or little, he would at least do something well. Retarded pupils trained in this way, as a beneficent law demands, will be more useful citizens.
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ANNUAL REPORT SCHOOL COMMITTEE
It was the intention to establish special classes in the new George W. Brown school. Rooms are provided. Shortage of funds I find is the only reason for not carrying out the intention of the School Committee. I hope this condition will not always remain, especially as such classes are needed in other schools also.
GEORGE W. BROWN SCHOOL
This modern and well equipped primary school is very near comple- tion at the time of writing. It is a great addition to our school plant and will be very much appreciated by both teachers and pupils who have worked so long under the unfavorable conditions of old buildings.
The bond issue for this building was voted by the City Council, March 6, 1922. It was definitely voted by the City Council to erect a sixteen room building, May 1, 1922. The joint building committee, which had charge of this enterprise, consisted of Hon. Michael Cashman, William J. Cusack, Elmer Hanson, Herbert S. Noyes, Edward M. Coffin and Dr. Walter N. Brown. Later Mr. E. B. Perkins succeeded Mr. Noyes on this committee and Mr. P. I. Lawton was appointed to take the place of W. N. Brown. The two men replaced, retired from the Council and School Board respectively. They employed as an architect James E. Allen of Lawrence, Massachusetts. The contract for the building was awarded to Louis H. McAloon of North Andover, Massachusetts, December 19, 1922. The contractor's bid for the building was $148,300. The total cost of the building including the land was $178,348.60.
The building has three floors. On the ground floor there are two class rooms; a domestic arts room, and a manual training room. The boiler room extends from the rear of the building about forty five feet at a level a little below the ground floor. On the first floor there are four regular class rooms, two rooms intended for classes of retarded pupils and the prin- cipal's office, with a waiting room. On the second floor there are six regu- lar class rooms and a teachers' room. There are toilets for the pupils on each floor.
Each class room is equipped with slate blackboards, a bulletin board, book closet, a ventilated ward-robe with sliding doors, and forty-two mov- able chair desks. The window shades are folding adjustable curtains, per- mitting either the top or the bottom sash, or both, to be covered as desired. The clocks in the rooms and the program bells are all run by a master elec- tric clock in the office. The manual training room has twenty two work benches; a storage and display case; a gluing bench; an instructor's bench; electric glue pot; tools; teacher's desk and two visitors' chairs. The domes- tic science room is equipped with twelve cooking tables, arranged back to back; a demonstration table with an electric hot plate; twenty four gas ovens ten inches square; a refrigerator finished in white enamel; a fireless
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ANNUAL REPORT SCHOOL COMMITTEE
cooker; twenty four standard kitchen sets and other cooking dishes; a Glenwood Range (gas) with oven heat regulator and an iron hood hanging from the ceiling directly over the range and vented in the ventila- tion flue; teacher's chair and visitors' chairs. The principal's room con- tains a large rug; a desk; four visitors' chairs, and a filing cabinet. The teachers' room contains two tables; eleven chairs; one couch; two large rugs, and sixteen lockers.
The building has a frontage of 154 feet 8 inches and the side of the main building is sixty one feet eight inches long.
I wish to take this opportunity of expressing my appreciation of the courtesies and cordial welcome accorded me by the citizens and teachers of Newburyport and of the good will and support of the School Board.
Respectfully submitted, ALFRED W. SMITH.
Superintendent of Schools.
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ANNUAL REPORT SCHOOL COMMITTEE
1
High School Principal's Report
FOR THE YEAR 1922- 1923
Mr. Alfred W. Smith, Superintendent of Schools Newburyport, Mass.
Dear Sir,
The school opened for the year on Monday, September 11, 1922 and closed with Graduation on Tuesday, June 26, 1923.
The enrollment at the beginning of the year was 508, of which num- ber 186 were freshmen; 155, sophomores; 98 juniors; 69 seniors. During the year our records show that 19 freshmen, 18 sophomores, 10 juniors and 4 seniors left school, the reasons being given as follows:
Freshmen Sophomores Juniors
Seniors
Gone to work
12
8
5
1
Illness
3
3
3
1
Moved from City
2
4
2
Transferred to another school
Lack of interest Death
3
*1
Reason unknown
2
-
Total
19
18
10
4
1
*Jeanette Elizabeth Chase, a member of the Commercial Division of the Junior Class. She died on October 19, 1922, after a brief illness, leaving a memory of high esteem with faculty and pupils alike. The Newburyport High School Record in its December, nineteen twenty-two number thus speaks of her: "Her companions found her a staunch, true friend. In and out of school Jeanette was an eager worker, a lover of nature and of books."
There were seven changes in the personnel of the faculty, Miss Florence I. Campbell (A. B. Brown University) Civics and Economics, in place of Miss Josephine C. Wicker who took up life insurance work: Mr. Starr M.
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ANNUAL REPORT SCHOOL COMMITTEE
King (B. S. Massachusetts Agricultural College) in place of Mr. Leslie W. Orcutt who went to the Durfee High School at Fall River, Massachu- setts, as instructor in Science and as base-ball coach: Miss Gertrude E. Kranz (A. B. Wellesley) in place of Miss Margaret E. Ripley who went to the Junior High School, Needham, Massachusetts, as instructor in mathe- matics : Miss Edith D. Sprague (A. B. Smith College) to whom, as an ad- ditional teacher required by the large enrollment, was assigned English, Civics and History; Mr. Malcolm E. Pratt (B. S. and M. S. Tufts College) to teach chemistry in place of Miss Margaret L. Davey who became the wife of Mr. D. J. Kelley, assistant director of Physical Education at Har- vard University: Miss Florence R. Thomae (A. B. Brown University) Latin in place of Miss Agnes E. Burnett who became head of the Latin de- partment at Chelsea High School, Massachusetts: Miss Etta L. Thomas (A. M. Oberlin College) head of the modern foreign language department in place of Miss Elsie Schenker who became head of the modern foreign language department at the West Haven High School, Connecticut.
Following is a list of the pupils who graduated in June, 1923, together with a statement of occupation or intended occupation.
CLASS OF 1923 HIGH AND PUTNAM FREE SCHOOLS
Showing Present Occupations.
COMMERCIAL CURRICULUM
Parmira L. Arata
(Towle Mfg. Co.)
Kathryn F. Bergeron
(Salem Normal)
Ruth E. Bingham
(Post Graduate at N. H. S.)
Mary G. Brooks
(Clerk at Biddle's Bakery)
Beatrice I. Bryant
(Bryant & Stratton Business College)
Charlotte E. Bryant
(Hannah Shoe Company, Clerk)
Elizabeth J. Fenders
(Office of Lawyer Carens)
Beatrix E. Hudson
(Burdett Business College)
Claire W. Langley
(Towle Mfg. Co.)
Elizabeth M. Leary
(Salem Normal School)
Marguerite L. Minalio
(Burdett Business College)
Alice A. Noyes
(Burdett Business College)
Rita G. Plouff
(Cashman Hardware Company)
Dorothy M. Plunkett
(Towle Mfg. Co.)
Minnie L. Resnick
(Sherman's Clothing Store)
Samuel J. Snider Abby L. Sullivan
(Burdett College)
Stepehn C. Volpone
(Boston University)
Gladys M. Watson
(First & Ocean National Bank)
(Brooks Lumber Co.)
Bertha E. White
(At Home)
Mary E. O'Connor
(Hannah Shoe Company)
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ANNUAL REPORT SCHOOL COMMITTEE
GENERAL CURRICULUM
George E. Bishop
(Northeastern College)
Thomas P. Bixby
(University of Maine)
Kenneth J. Bowlen
(At home)
Kathryn Brown
(At home)
Catharine G. Carey
(Maple Heel Co.)
William H. Carter
(Davis' Drug Store)
Fred M. Cobb
(L. I. DeVeber)
Charlotte A. Dixon
(Tufts Dental College)
Gertrude A. Dole
(New School of Design)
John N. Erickson
(Post Graduate at N. H. S.)
Thomas P. Festo
(Salem Commercial School)
Henry E. Hewett
(Hoyt's Drug Store)
Ralph S. Hills Clement F. Hilton
(Syracuse University)
Marion M. Kalashian
(Mass. School of Pharmacy)
Daniel B. Knight
Muriel V. Martell
William E. Mason
Albert G. Perkins
(The Bentley School of Accounting)
(Northeastern University)
(Clerk, Osgood & Goodwin)
(New Hampshire, University of)
(Bates College)
(Post Graduate at N. H. S.)
(Normal School, Plymouth, N. H.)
(Normal School, Keene, N. H.)
LATIN CURRICULUM
James Brudno
Janet Louise Goodwin
Margaret S. Little
(Smith College)
Frances R. Shaw
(At home)
Bessie H. Short
(Simmons College)
Helen R. Sornborger Helen Thurlow
(Salem Normal School) (Salem Normal School)
SCIENTIFIC CURRICULUM
Leo B. Blum, Jr. Frederick E. Carver James A. Clarkson Charles A. Cook William P. Elliott George S. Hubbard
(Colby College) (Simmons College)
Maurice B. Smith
Donald R. Torrey
Olive F. Trudel
Julia T. Twomey
Doris B. Whittaker
(Lawrence Academy, Groton) (At home)
(News Pub. Co.)
Dane E. Perkins
William Schwartz
(Husk Shoe Co.)
(University of New Hampshire) (Dartmouth College) (Chase-Shawmut Co., to go to Columbia) (University of New Hampshire) (Dartmouth College) (The Huntington School)
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