USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1890-1895 > Part 27
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SCHOOL ACCOMMODATIONS. .
Four years ago your school committee fixed the age of admission to our public schools at six years. Prior to that time the town had followed the universal custom of admitting children to the public schools at five. This departure from the prevalent practice was adopted because there was not room enough in the schools for all children of the school age. It was understood, however, that this arrangement was mere- ly a temporary expedient, and our people submitted to the inevitable with commendable forbearance.
In the early part of the current year the impression ob- tained currency that when the Walpole Street Primary School should be ready for occupancy the original practice of admit- ting at five would be re-established .. So great, however, had been the increase in our school population, that when a care- ful canvass was made early in the fall with a view to ascer- taining the number and distribution of children between five and six, it was shown to be impossible to assign sittings in our schools to all children over five years of age even with the additional accommodations afforded by the new primary building. It was decided thereupon to receive into our schools, for the time being, no children younger than five-and- a-half years.
92
We are, however, unanimous in the opinion that with as little delay as possible, ample accommodations should be pro- vided for all our children over five years of age.
We recommend, therefore, that at the approaching March meeting the necessary preliminary action be taken looking towards the erection during the present year, of another school building, containing accommodations for at least ninety-six pupils.
SUPERVISION.
In accordance with the vote of the town at the annual March meeting, your committee empowered Mr. O'Brien, principal of the Everett School, to act in the capac- ity of a superintendent of all our primary and grammar schools. As a result of his labors, improved methods have been introduced ; a greater uniformity in work and methods has been secured ; the attendance has been greatly improved ; vacancies in the teaching force have been judiciously and promptly filled, and there has been a steady progress towards a higher standard of excellence.
HORACE T. ATWOOD, JOSEPH J. FEELEY, PATRICK J. MAHONEY, MARCIA M. WINSLOW, MARTHA G. WINSLOW, S. A. LIBBY,
School Committee.
Report of Superintendent of Schools.
To the School Committee of the Town of Norwood :
In compliance with the statutory requirements and with your regulations, I beg to submit the following as the report of your executive officer :--
Summary of Statistics.
Population of Town, 3,733
Number of children between 5 and 15 years of age, 653
Increase from previous year. 59
SCHOOL HOUSES.
Number of buildings occupied, 5
Number of rooms occupied. 15
NUMBER OF SITTINGS.
Everett School. 292
Balch School,
76
New School, 83
North School,
90
East School,
90
Total,
631
94
Pupils Located as to Schools.
PRIMARY.
GRAMMAR.
TOTALS.
SCHOOLS.
BOYS, GIRLS
BOYS
GIRLS
BOYS GIRLS
TOTAL
Everett School,
37
31
129
102
166
133
299
Balch School,
16
12
20
9
36
21
57
West School,
40
22
-
40
22
62
North School,
49
41
49
41
90
East School,
40
33
6
8
46
41
87
Totals,
182
139
155
119
337
258
595
TEACHERS.
Everett School,
Balch School,
West School,
North School,
East School,
8 59292 2 2
Total,
16
. 95
Teachers and Schools.
SCHOOL.
TEACHERS.
SALARY
GRADES.
NO. PUPILS.
ยง Miss M. E. Danforth, Miss Mariette Hamant,
$409 50
ix and viii
43
Miss Emily Gifford,
450 00
vii
45
12-11
Miss Grace Ford,
409 50
vii and vi
36
11
Miss Kate Gifford,
409 50
vi
42
12-3
Miss Mary Jordan, .
409 50
v and iv
51
11-6
Miss Lizzie Tucker,
450 00 iii, ii and i 52
7-9
Balch,
Miss Annie M. Lucy,
409 50
vii, vi, v 29
12-1
Miss Viola Littlefield,
409 50 iv, iii, ii, i
28
S-5
Miss Elzura Chandler,
409 50
iv, iii, ii
[28
West,
Mrs. L. P. Spear,
409 50
i
38
North,
Miss Orra Guild,
409 50
ii and i
53
7-8
East,
Miss Jannette Billings, Miss Martha Parker,
409 50
v and iv
|39
10-3
409 50
ji and i
48
8
30 1
14-6
409 50
Everett,
Miss Florence Hill,
409 50
iv and iii
37
9-2
.
Tabular Statistics, April, 1891.
NUMBER OF GRADE.
TEACHERS.
1
2 3
4 5
0
789
BOYS.
GIRLS.
TOTAL.
Mrs. L. P. Spear,
14
Miss Lizzie Tucker,
8.12 9: 4
20
13
Miss Orra Guild,
11
10
27
21
48
Miss Viola Littlefield
5
5
2
6
20
24
44
Miss Florence Hill,
9
4
10
9
19
20
39
12
S
3
1
15
6
21
Miss Alice Bentley,
11|18 8,11
29
19
48
Miss Mary C. Worden
15 22
15
22
37
Miss Annie Smith,
18| 8 6|10
26
16
42
Miss Emily Gifford,
23 21
23
21
44
M. J. O'Brien,
14 17 14 12
31
26
57
Totals,
41
24 37 36 48 33 27 26 28 27|35
25 14 17
290
232
522
Total,
97 51 63 64 75
68
47
28 29
3
6
22
17
39
Miss Martha Parker,
11
3,10
13
8
21
13
34
Miss Mariette Hamant
Miss Annie Kimball,
3 10 2
2
22
14
36
* Upper numbers boys'
.
56
22 14 12
22*
16 11
6
12
Tabular Statistics, Jan. 1, 1892.
NUMBER OF GRADE.
TEACHERS.
1 2 3
4 56
89
BOYS."
GIRLS.
TOTAL.
Miss Lizzie Tucker,
12 |
7
8
29
-29
9
38
Miss Orra Guild,
12
12
5
Miss Viola Littlefield,
3
11
27
21
48
9
12
8|12
20
17
37
11 6
13
6
19
20
39
Miss Elzura Chandler,
2 5 4 4 6
11
13
24
Miss Mary Jordan,
12 21
33
18
51
Miss Kate Gifford,
27 15
27
15
42
Miss Annie M. Lucy,
4
2
3
7
19
17
36
Miss Emily Gifford,
24 21
24
21
45
MissMariette Hamant
23 20
23
20
43
Miss M. E. Danforth, -
115
15 .
15
30
15
Totals,
77 45
35
23
47
35
41
41
23
15
337
258
595
35:29 30
26
28
30,20 15
Total,
122 70 52 77 61
69
71 43 30
8
5
25
27
52
Mrs. L. P. Spear,
9
15
14
29
24
53
16
12
28
Miss Jannette Billings,
12
8
4 14
8 2.10
20
9
29
Miss Grace L. Ford,
12
11
6
-
1
Miss Martha Parker,
16
Miss Florence Hill,
12
.
98 :
Number of pupils enrolled for the year, including High School,
714
Average number belonging, 621
Average daily attendance, 587
Percentage of attendance,
94
Number over fifteen years of age, 78
Number between eight and fourteen, 409
Average cost per pupil, based on enrollment, including the entire expenditure, $19 60
Average cost per pupil based on average belonging, 22 54
Average cost per pupil based on average daily attendance, 23 85
THE SCHOOL WORK.
It must be conceded that the perpetuity of our institu- tions depends in a great measure upon the intelligence of our citizens. This intelligence is due in no small degree to the condition of our common school system; and is attained in a community like ours, in a degree proportionate to the skill and tact displayed in the education of youth. Such intelli- gence is necessary to the American citizen, that he may enjoy a full measure of the blessings granted to all by the constitu- tion. The highest good then that is accomplished by our public school system is the making of the highest, noblest type of citizenship. Massachusetts can justly claim honor for the present public school system, and in Massachusetts has that high standard of excellence been maintained which has given to the nation some of its ablest citizens.
Our fathers realized the fact that good citizenship must be based on intelligence, virtue and obedience to law.
School life is but a preliminary training for the duties of after years, and by its success or failure in that direction must it be judged. It is some times suggested by the critics of our public school system that the results are not propor- tionate to the energies expended.
It seems quite clear that such criticisms arise from a lack of exact knowledge as to. the scope and bearing of a common-
99
school education. In the school room apart from the strife and turmoil of men the skilful instructor of youth strains to the utmost every power both of mind and body to mould and direct every childish faculty ; to train the mind to form cor- rect, practical judgments, to accustom the hand to execute faithfully what the will commands, to teach the ear to appre- ciate the harmonies of music, to train the eye to delight itself in the beauties of nature-in fact to make the child in all his moral integrity, a noble, upright and intelligent man. In the school as well as at home the child is taught to be the master rather than the slave of liis passions.
It is sometimes affirmed that the public schools do not teach the principles of morality. Here again our critics can not sustain the charge, for in the school room habits of truth- fulness, regard for the rights of others, honesty and reverence for sacred things are inculcated.
Though occupying a high plane of excellence, our schools, like other lnunan institutions, are far from perfect. Success is now assured, and developments are but a question of time.
The object of this report will be to show along what educational lines the work has been mapped out, and to direct attention to such necessary improvements as will conduce to the perfecting of our present system. The most radical and far reaching step has been in the introduction of a complete course of study, covering a course of eight years instead of nine. To have made the change at once would not have been for the best interests of the schools. The work, therefore, has been so arranged as to prepare the pupil for the complete change to be made at the opening of the ensuing school year. While the number of years is reduced to eight, we know that quite as much will be accomplished, and the child will be allowed to enter earlier upon a high school course.
TEACHERS.
I can only repeat what I find in the last annual report of the School Committee.
100
" The committee have not discovered, as yet, any way whereby to retain good teachers when they see fit to leave us." While we regret the changes we are rejoiced to state that in every case have we been able to obtain active, energetic, and in most cases superior teachers.
It will always be impossible to retain first-class teachers at a small salary. The teacher is human and must live. Her ability is her capital, by means of which she is attempting to gain a livelihood ; she will therefore, of necessity, go to that community where her ability will command the highest re- muneration."
An impression has gone abroad that Norwood pays her teachers as much if not more, per month than the surround- ing towns. The statistics found below will disprove such an impression.
Average pay of female teachers per month in towns within fifteen miles of Boston :
Nahant,
$60 00
Dedham,
$45 00
Swampscott,
42 72
Hyde Park, 43 00
Brookline,
66 00
Milton, 55 00
Canton,
44 00
Needham, 45 00
Wellesley,
49 94
Norwood,
42 00
Arlington,
51 36
Belinont, 45 00
Lexington,
50 00
Everett,
44 73
Medford,
49 00
Melrose.
52 77
Watertown,
54 43
Weston,
45 56
The average pay of female teachers per month in Massa- chusetts is $44.88. In Norfolk county it is $42.97.
It is with teaching as with any other business, you will obtain just what you are able to pay for. It is impossible to get as good material for $3.00 as for $4.00, whether it is apples, shoes or something else, although now and then a bargain comes in your way. Nor can you get as good a teacher for $409.00 as 450.00 per year, although circumstan- ces are such that we retain some excellent teachers, whom
101
family ties, or other considerations keep from accepting better offers. I would respectfully call your attention to this fact not so much in the interest of the teachers as for the welfare of the schools.
TEACHERS' MEETINGS.
Teachers' meetings have been held during the past year wherein organization, methods of teaching, and school disci- pline were discussed. The teachers' meetings were conducted wholly by ourselves, and such suggestions and advice as were needed, were given. The meetings will be continued for the great good to be derived therefrom.
CONDITION OF THE SCHOOLS.
Steady, satisfactory growth has been made during the year. While the schools are far from what they should be, and while the instruction was not always as thorough or as wise as I could wish (and there are many places that need strengthening), still there has been an earnest endeavor for accuracy ; and more careful, intelligent work has been accom- plished in nearly every department. The manifest spirit has been excellent and the discipline eminently satisfactory. The steady increase in the number of pupils attending the upper grades is encouraging, indicating as it does, a growing educa- tional interest in the community, and the ever increasing popularity of our public school system.
MUSIC.
At the end of the spring term by vote of the committee Mr. Young's services as teacher of music ceased, and in ac- cordance with the instructions of your Board, I have given personal attention to this subject. Holt's Manual System is used, and a graded set of books has been placed in each school, so that the same grades might do like work. Nearly all the pupils are learning to read good music, and are being taught to so use the voice as to have a normal and healthy
102
development. Yet there are certain perverse modes of sing- ing that have become so firmly fixed by continued improper use of the vocal organs as to have become habitual, and, indeed, almost natural. These habits are being thoroughly elimin- ated and the children are rapidly acquiring proper methods of vocal expression.
The teachers are faithful, and much credit is due them for whatever progress has been made.
WRITTEN EXAMINATIONS.
It must be acknowledged that a judicious use of this system is productive of much good. It tests the child's knowledge and is valuable in teaching method, promptness and self reliance. It requires accuracy of expression, dili- gent attention and the ability to systemize ideas.
Teaching includes all of these elements ; and if we are to seek satisfactory results the test must be made in writing. From the unity and sequence of the answers given, we may readily discern whether the child is really master of the links that bind the different parts of the subject matter. It is claimed that some children are unable to do themselves justice in written examinations. This is true in some cases, but the unfailing good sense of the teacher and her practical knowledge of character and ability, drawn from constant asso- ciation in the school room, will enable her to judge adequately of the child's intellectual status and to make due allowance.
ENGLISH LANGUAGE.
How to study the English language has been the cause of much discussion and no little confusion among popular educators. It is claimed by some that our language has no scientific structure, and therefore the attempt to teach it sys- tematically is to lose time. Nevertheless the attempt to teach fixed rules as a foundation for the proper acquirement of knowledge has been made, and while great skill and learn- ing have been brought to bear, no great amount of success has
103
been obtained. To compel children in the lower grades to memorize rules and definitions, is useless. The value of a rule is limited, the power to apply one unlimited in its value. With this end in view few rules have been taught, but the work has been such as to require the pupils of the lower grades to form correct statements, to write letters, stories, and descriptions of such simple things as are found interesting. In the upper grades the elements of grammar are taught. But even in the higher grades the scientific systematic study of language does not prevail.
ARITHMETIC.
In arithmetic teaching will not be successful unless two things are kept steadily in mind.
I. That if the examples fail to call up vivid mental pictures, the words contained in them are useless and cum- bersome. Success depends upon the ability to intensify the relations of words and objects by apt illustrations.
II. A child must be made to realize the fact that opera- tions in arithmetic are mental processes to be applied to ma- terial objects, and are not simply mechanical manipulations of figures according to prescribed models. Our object is to teach the essentials thoroughly, and to strive for accuracy in all operations. The work is so directed that the best methods of obtaining accuracy and rapidity will be diligently applied.
GEOGRAPHY AND HISTORY.
In geography a special outline has been followed and the work has been so conducted as to make it accurate and sys- tematic. Particular attention has been given to Massa- chusetts, Norfolk county and to Norwood.
History is valuable in as much as it awakens in the child a love for his country and respect for law and order. We have not attempted to crowd the mind with dates or barren facts. Historical information is of little value if it be without a certain strong patriotic impulse, an impulse
104
capable of producing a patriotism as firm as New England granite, and as deep rooted as the oaks which draw their sus- tenance from the hearts of her hills.
READING.
Both the silent and oral methods are in use in our schools. In silent reading the child is expected to grasp firmly the idea of the writer in all its bearings and to become a thorough master of it. Oral reading on the contrary consists in the intelligent interpretation of the author's words so as to con- vey their full significance to the mind of the listener. To silent reading must be given prominence, for in after years most reading is in silence; hence the child should be so trained as not only to perceive the general trend of the para- graph, but also the meaning of the more important words in it. Another obstacle to good, intelligent reading, is careless- ness. The child fully grasps the idea, but through physical or mental inertia takes no care to express it competently. Again, too many of the reading books now placed in the hands of pupils convey no information. They are rather compila- tions of extracts well adapted for elocutionary purposes. Let me refer you to a reading book of this kind : In the index we find the following selections named, "How the Waters come down from Lodore," "The End of Perfection," "Influence of Athenian Literature," "The Loftiness of Humility," "In- vocation to Light." In these the child is not interested. Quite the contrary would it be, were there placed before him a bird, a stone or a flower, with such reading matter as would unfold to him the characteristics of the one, the nature of the second and the beautiful mechanism of the third. Then would he have something capable of quickening his thought, of enlarging his vocabulary and of giving a new impetus to personal work.
Then will he be able to investigate what he sees, and to describe in good language what he knows and feels. He will
-
105
be sure not to call an alligator elerator, or a sheriff cherub .* We have cast aside the old reading book whenever we were able ; and in the upper grades have introduced selections from some of the more distinguished modern authors. I am satis- fied that more knowledge, nobler thoughts, better language will be the result of such a change.
In the lower grades nature studies are being given from specimens collected by the pupils.
Reading matter to aid in the above work is being pur- chased whenever possible.
DRAWING AND WRITING.
A special line of work in drawing has been assigned to each grade, and much attention is being given to the subject. It will be necessary in the near future to introduce drawing books for the use of the children.
The penmanship of most of the pupils is good. This is due to the careful, systematic attention given to it daily. Where but little success has been obtained in the lower grades it has been due to bad habits of writing on the part of the pupils or to a lack of that careful earnest attention to be accorded by the teacher. A general improvement has been made and better results are anticipated in the future.
PHYSIOLOGY AND HYGIENE.
Such attention has been given to the above subjects as to lead the child into a knowledge of the vital organs of the body, and the effect of stimulants and narcotics upon them. The end of such instruction is-to place before the child the disastrous results to both body and soul occasioned by the indis- criminate use of intoxicants. A plan of systematic instruc- tion in the above branches is being carefully prepared.
TEXT BOOKS AND SUPPLIES.
While as many books have been purchased during the past year as formerly, the unexpended balance is due to the
* These mistakes and others of a similar character have frequently attracted my attention.
106
fact that advantage was taken of exchange rates, by means of which old books were given in part payment for the new.
Outside of the extra books and supplies purchased for the schools, the expense of fitting out the two rooms in the new school on Walpole street is included in the total expen- diture taken from the regular appropriation.
Pupils Admitted to High School, 1891.
By vote of the committee the following were admitted as members of the High School :
Catherine L. Bigelow.
Willis G. Jefferson.
J. Frank Leonard.
Anna R. Ellis,
John Q. Peterson.
Alice H. Flood.
Lincoln D. Robbins.
Emily A. Leach.
James J. Reardon.
M. Edith Newton.
Bernard W. Roby.
Louisa C. Rhoads.
Louis C. Shell.
Alice E. Sample.
Forest R. Wetherbee.
Grace M. Small.
Ambrose A. Slavin.
Annie M. Gaynor.
Fred A. Taylor.
James J. Donovan.
Harry E. Sanborn.
Bertie P. Everett.
Walter S. Bagley. .
Harold W. Gay.
Willie Tuttle.
Arthur Evans.
Ninety-three per cent of the class passed a successful examination with an average per cent of 78.
The following are copies of the questions given to the class who applied for admission to the High School in June, 1891.
ARITHMETIC.
GRADE 9.
1. Bought 80 tons of coal at $5 a ton, 10 per cent. of which went down in a boat and was lost. For how much must the remainder be sold that nothing may be lost ?
Sadie G. Corbett.
107
2. In a school of 400 scholars there were 120 absences in 4 weeks; the school has 2 sessions 5 days in a week. What was the per cent. of attendance ?
3. How must I mark cloth which cost $2.50, so as to gain 20 per cent. and still fall 25 per cent. from the marked price ?
4. At what rate must I invest a trust fund of $25,000 to secure a semi-annual income of $500 ?
5. How much must I invest in U. S. 4 per cent. bonds to pay the college expenses of my son, $560 per year, with the income ?
6. What is a promissory note? The face of a note ? Partial Payments ? Indorsements ?
7. What is the difference between the true discount and the interest on $5,000 for 2 years, 6 months at 7 per cent .?
8. What must be paid for 5 per cent. stock that the investment shall yield 6 per cent ?
9. A, B and C form a partnership; A furnishes $700 for 11 months, B $1,100 for 8 months, and C $900 for 12 months. They gain $1,365. What is each one's share of the gain ?
10. A park in the form of a rectangle is 40 rods long and 36 rods wide. What is the length in rods of a walk between its opposite corners ?
HISTORY.
A. GRAMMAR.
1. Describe the disposition of the Indian. His power of endurance. His religion. His present condition with respect to his way of living and education.
2. Name the thirteen colonies and tell the character of the Plymouth Colony. The Virginia Colony.
3. Give some illustrations as to how England treated the Colonies.
4. Mention some facts illustrating the patriotism of the women during the Revolution.
108
5. Name the Presidents in their order with the term of the service of each.
6. What was the cause of the Panic of 1837 ?
7. What were the " Alien and Sedition Laws ?" What is a protective tariff ? What is "Reconstruction ?"
8. What is Civil Service Reform ?
9. What important events took place in 1402 ? 1620 ?
1775 ? 1776 ? 1787 ? 1789 ? 1812 ? 1820 ? 1837 ?
1848? 1861? 1872 ?
10. What effect had the invention of the Cotton Gin on the history of our nation ?
GEOGRAPHY.
A. GRADE.
1. Write names only. -
a. Largest continent.
b. Continents wholly above the equator.
c. Continents crossed by the equator.
2. Name the most important political divisions of Europe. Of Asia.
3. Name the greatest Republics in the world.
4. Locate five of the largest cities of the United States, and tell for what they are noted.
5. Locate two great grain regions in America and Europe, and mention the great market for each.
6. Between what two ports from America to Europe is the most traffic ?
7. Name five ports of France. Two of Germany. One of Russia. Six in the United States.
8. What ? Where ? Para, Philadelphia, Yosemite, Val- paraiso, Bordeaux, Buenos Ayres, Rio Janeiro, Odessa, Hayti.
9. Name the counties in Massachusetts.
10. Name the towns and cities in your county. Draw an outline map of Norwood. What is its population ?
109
LANGUAGE.
A. GRAMMAR.
1. Write complete words for the following abbreviations : C.O.D., Rev., M.D., Atty., i.e., LL.D., Gov.
2. Copy the following and explain the meaning of each : "The eye of the master will do more work than both hands." "Keep thy shop and thy shop will keep thee." "If you would have your business, go; if not, send."
3. Write a sentence in which you use a noun or pro- noun,-
a. As the subject of a verb.
b. To complete a copulative verb.
c. As the object of a verb.
d. As the object of a preposition.
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