USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1890-1895 > Part 36
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50
SCHOOLHOUSES.
Number of buildings occupied, January, 1893,
7
Number of rooms, 17
NUMBER OF SITTINGS.
High School,
60
Everett School,
292
Balch School, 76
West School, 83
North School, 90
90
East School,
104
Guild School,
Total, 795
108
Pupils located as to grades.
PRIMARY.
GRAMMAR.
HIGH.
TOTAL.
BOYS.
GIRLS.
BOYS. |
GIRLS.
BOYS.
GIRLS.
Guild School,
38
40
78
East School,
37
40
77
North School,
49
37
86
West School,
33
36
69
Balch School,
16
15
15
9
55
Everett School,
171
138
309
High School,
23
28
51
Totals,
173
168
186
147
23
28
72:
NUMBER OF TEACHERS.
Guild School,
East School,
North School,
West School,
Balch School,
Everett School,
7
High School,
3
Totals, 20
109
Tabular Statistics, January, 1893.
TEACHERS.
GRADE.
NO. OF PUPILS. TOTAL.
SALARY.
BOYS.
GIRLS.
F. E. Emrich, Jr.,
$1100 00
HIGII.
Annie M. Henderson,
High.
23
28
51
500 00
Dora Fay Knight, -
450 00
Marriette Hamant.
VIII.
25
26
51
409 50
Emily Gifford,
VIII.
28
18
46
450 00
Grace Ford.
VII.
27
27
54
409 50
Kate Gifford,
VI.
30
25
55
409 50
Annie M. Lucy,
V.
34
18
52
409 50
Julie Jones,
VI.
27
24
51
409 50
Ada Stetson,
IV.V.VI.
15
9
24
409 50
(Amy Gay,
I. II. III.
16
15
31
409 50
Elzura Chandler,
II. III.
19
17
36
409 50
Lizzie P. Spear,
I.
24
9
33
409 50
Florence Hill,
II. III.
23
16
39
409 50
Julia Donavan,
I.
21
21
47
409 50
Martha Parker,
II. III.
19
22
41
409 50
(Mary Hewins,
.
18
18
36
409 50
Lizzie C. Tucker,
II. HI.
25
19
44
450 00
GUILD.
Orra Guild,
I.
13
21
34
409 50
EVERETT.
EAST. NORTHT. WEST. BALCH.
110
Statistics for the Year ending December 31, 1892.
TEACHIERS.
No. enrolled
for year.
Av. No.
belonging.
Av. daily
attendance.
Av. age.
Per ct. of att.
to av. memb.
No. of Half
days' absence.
No. of cases
tardiness.
No. cases corp.
punishment.
Mary Hewins.
74
52
50
I. 6-9
96
794
56
1
Orra Guild
85
67
64
I1. 8
95+
1136
72
6
Lizzie P. Spear
51
33
20
I. 6-5
89+
1768
50
I. 6-5
Lizzie C. Tucker
78
47
44
II. 8
93+
1867
33
0
Amy Gay ..
46
29
24
II. 8-2
84
1024
63
3
Elzura Chandler
33
28
26
III. 9-8
93-
1026
27
9
Florence Hill
37
37
33
IV. 9-2
89
650
77
Julie Jones
54
53
49
T. 11-5
92+
1903
49
6
Annie M. Lucy
33
28
25
V. 11-8
90+
811
49
5
Kate Gifford.
42
43
38
VI. 11-8
90-
1662
80
6
Grace Ford
36
35
34
VI.12-1
97
734
31
4
Emily Gifford
47
40
37
VII 13-2
90+
1369
37
1
M. E. Hamant
72
65
64
VII. 13-9
984
1069
29
2
F. E. Emrich
54
52
49
15-6
94+
*394
31
39
41
35
III. 8-5
89+
1825
91
13
Martha Parker
v. 12-3
IV. 10-5
IV. 11-2
VI. 13-3
VII.
* High School has but one session a day.
No. visits by Superintendent, 391.
No. visits by others, 116.
II. 8-4
I. 6-6
III. 8-9
I. 6-9
III. 10-1
II. 8-4
IV. 9-9
III. 10-11 IV. 11-1
A. P. Moore
VIII. 14-1
111
Tabular Statistics, April, 1891.
NUMBER OF GRADE.
TEACHERS.
1
23 4 5 6 7 89
BOYS.
GIRLS.
TOTAL.
Mrs. L. P. Spear
*22
14
22
14
36
Miss Lizzie Tucker
8 12
9
4
20
13
33
Miss Orra Guild
16 11
11 10
27
21
48
Miss Viola Littlefield. .
36 7
22
17
39
Miss Martha Parker
12
6
11
3 10
20
24
44
Miss Florence Hill
13
8
9
1
21
13
34
Miss Mariette Hamant,
10 9
12
8
19
20
39
Miss Annie Kimball
3 10 2
2 3 1
15
6
21
Miss Alice Bentley
11 18
8 11
29
19
4S
Miss Mary C. Worden,
15
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,
56 24 37 36 48 33:25 14 17 41 27 26 28 27 35 22 14 12
290
232
522
Total,
97 51 63 64 75 68 47 28 29
1
5 5 3 4
|
* Upper numbers, boys.
112
Tabular Statistics, Jan. 1, 1892.
TEACHERS,
1 23 4 5 6 7 8 9
GIRLS.
"IV.I.O.J.
Miss Lizzie Tucker
*12
8
5
12
7 8
25
27
52
Mrs. L. P. Spear
20
29
38
Miss Orra Guild
15 14
12 12
29
24
53
Miss Viola Littlefield.
5
5
6
B
4
5
16
12
28
Miss Martha Parker
16|11
012
27
21
48
Miss Florence Hill
8 12
11
6
·
20
17
37
Miss Janette Billings,
13
6
8
19
20
39
Miss Elzura Chandler. .
2
4
3
11
13
24
Miss Mary Jordan
4 14
33
18
51
Miss Kate Gifford
27
15
27
15
42
Miss Annie M. Lucy
8 2 10
4 2 3
20
0
20
Miss Grace L. Ford
12 7
11. 6
19
17
36
Miss Emily Gifford
24
21
24
21
45
Miss Mariette Hamant
23
20
23
20
43
Miss M. E. Danforth,
. 15
15
15
15
30
Totals,
77 35 23 47 35
41 41 23 15
337
258
595
45 35 29 30 26 28 30 20 15
Total.
122 70 52 77 61 69 71 43 30
* Upper numbers, boys.
12
21
--
NUMBER OF GRADE.
113 Tabular Statistics, January, 1893.
NUMBER OF GRADE.
BOYS.
GIRLS.
TOTAL.
GUILD.
Miss Orra Guild
*13
13
21 34
Miss Lizzie Tucker
10 9
14 11
19
25
44
Miss Mary A. Hewins
18
18: 18
36
Miss Martha Parker
12 7
19 22
Miss Julia Donovan
26
21
26
21
47
Miss Florence Hill.
15 8
7 9
23
16
39
Miss Elzura Chandler
12 7
19
17
36
Mrs. Lizzie Spear
24
24
0
33
Miss Amy Gay -
4 6
6
5
3
.
4
5
2
5
2
15
9
24
Miss Julie Jones
27
24
27
24
51
Miss Annie M. Lucy
34
18
34| 18 52
Miss Kate B. Gifford
30
30
25
27
54
Miss Emily J. Gifford
28
28
18. 46
Miss Mariette Hamant
25
26
25
26
51
( Mr. F. E. Emrich, JJr.
23
28
23 28
51
Miss Annie M. Henderson
Miss Dora F. Knight
Totals,
85 55 37
33 38 35 27 53
23
386 339 725
74 40 50 26 23 27 27 44
28
Total,
159 95 87 59 61 62 54 97 51
* U'pper numbers, boys.
-I
16
15' 31
Miss Ada Stetson
6
EVERETT.
Miss Grace L. Ford.
27
27
27
HIGH.
TEACHERS.
1 2 34 5 6 7 8
High School
21
EAST.
NORTHI.
WEST.
8
9
9
BALCII.
18
8:14
41
25
18
114
Number of pupils enrolled for the year, 789
Average Number belonging, 650
Average daily attendance, 601
Per centage of attendance,
923
Number over fifteen years of age, 75
Average cost per pupil, based on enrollment, $18.44
BUILDINGS.
The school buildings are, as a whole, in a very good con- dition. The lack of ventilation, however, in the Everett building is a matter which will demand immediate atten- tion. Ventilators have been so attached to the windows as to obviate slightly the dangers of a current of fresh air blowing directly upon the heads of the pupils; but this meagre appli- ance is not sufficient to yield a supply of fresh air in rooms containing from forty to fifty pupils.
The ventilating apparatus recently put in at the North building is a complete success. By means of this system, a continuous current of fresh air of proper temperature is ad- mitted into the room without either danger or inconvenience to the pupils. The success of such a system demands that the doors and windows be kept closed. Because of this con- dition, and the purer atmosphere within, fewer cases of colds, sore throats, and headaches, are noted among the pupils of the North School.
The completeness and thoroughness with which the work has been done is due in no small measure to the earnest, un- tiring efforts of the School Committee. I would add a word of gratitude to the Chairman of the Board for the self-sacri- fice and zeal that he freely gave in perfecting the arrangement for ventilating this school.
115
COMMONWEALTH OF MASSACHUSETTS.
OFFICE OF THE CHIEF OF THE DISTRICT POLICE, COMMONWEALTH BUILDING. BOSTON, MASS .. November 11, 1892. To School Committee, Norwood, Mass : --
Enclosed please find report of inspection of the North School house, at Norwood. I am pleased to see that the Committee have made the much needed changes in heating and ventilating this build- ing, and that they have obtained such good results with the amount of money expended. When I compare the condition of the building now with what it was before the changes were made, I am mueh pleased, and congratulate the Committee on the success of their work.
Very respectfully yours, JOSEPH A. MOORE, State Inspector of Public Buildings.
OFFICE OF THE CHIEF OF THE DISTRICT POLICE.
DEPARTMENT OF INSPECTION OF FACTORIES, WORKSHOPS AND PUBLIC BUILDINGS, COMMONWEALTH BUILDING. BOSTON, MASS., November 11, 1892.
REPORT ON VENTILATION AND SANITARY APPLIANCES.
Name of Building : North Sehool house.
Location : Town of Norwood. Date of Inspection : November 9, 1892. Weather : Fair ; temperature, 46° ; humidity, 54% ; barometer, 30.27.
Wind: Very light.
First Story.
Seating eapacity : 48. Persons present : 3%. Temperature of room at teacher's desk : 64º. Humidity : 62%.
116
Temperature of air at inlet : 79º. Air supply at inlet in cubic feet per minute : 1,499. Air removed at outlet in cubic feet per minute : 1,225. Carbonie acid, parts in 10,000 of air : 6.6. Time of test : 2.20 P.M.
Condition of room : Doors and windows closed. Condition of sanitaries : Fair.
Second Story.
Seating capacity : 42. Persons present : 38. Temperature of room at teacher's desk : 67º. Humidity : 46%.
Temperature of air at inlet : 70°.
Air supply at inlet in cubic feet per minute : 1,516. Air removed at outlet in cubic feet per minute : 1,599. Carbonic acid, parts in 10,000 of air : 6.9.
Time of test : 2.35 P.M. Condition of room : Doors and windows closed. Condition of sanitaries : Fair.
The fires in furnaces and stack heater were low, and the cold air mixing valves were partly open. The tests were made under rather unfavorable conditions, but good results were obtained ; and under favorable conditions better may be expected.
JOSEPH A. MOORE, Inspector.
CONDITION OF OUR SCHOOLS.
While the schools are far' from having reached the plane to which it is my ambition to place them, yet, as I look back upon them when I assumed charge of them, I feel that I have no fear of the most invidious criticism.
My ambition has been to supply the accessories necessary for good teaching, to improve the methods of discipline, to help the teachers to make the methods of teaching more modern, and above all to assist the teachers in raising the character and aims of their work.
117
The lower schools are rapidly getting into line with the new course of study, and I believe they show results abun- dantly justifying the change.
The reorganization of the grading in order to follow the course of study was begun at the opening of the fall term in the midst of many difficulties. The rooms were overcrowded, and sickness prevented many children from attending school. These inconveniences were so great that there was little hope of much improvement in uniformity in the work ; and hence we were compelled to allow the pupils in some of the schools to attend but one session per day. This condition was as unfortunate for the pupils as it was mupleasant for the teachers and for myself, while many of the parents were dis- pleased with such a state of affairs. But, on account of the patient, untiring efforts of the teachers, the children were able to keep up with their work, and in the end will suffer no great inconvenience.
At the opening of the winter term the little ones were set apart by themselves, and now [have opportunities which must bear abundant fruits in the near future.
The reorganization of the grammar schools was a matter of much worry, attended as it was with serions difficulties. The nature of the training, and consequently the marked dif- ference in ability, in pupils of the same grade, was a sufficient proof of a congested condition in the methods of teaching formerly employed in the lower grades.
The difference in the amount of knowledge and informa- tion that the pupils of the outlying schools and those of the Everett building had was marked. This condition was not due to a superior teaching force in the Everett building, but rather to a lack of sympathy and uniformity on the part of the outlying schools with the schools of the higher or gram- mar grades.
This condition closed the avenues of promotion to many bright children who otherwise might have gone on. I believe
118
it to be the reason why many boys and girls have left school before completing the grammar school course.
I would only add that, in 1890, the average age in the seventh grade was 14 years, 11 months. Had the entire class remained to complete the grammar school course, the average age would have been 16 years, 11 months. The average age of the present seventh grade is 12 years, 1 month ; or, if all remain to gradnate, the average age will be 14 years, 1 month.
When, therefore, I state that the classification of pupils was a difficult matter, it will not be doubted. I would not have it understood that a class entering the primary school should advance in a mass through the different grades to the high school. That the good, indifferent, and poor pupils should always remain joined together in one class, and keep apace throughout the entire primary and grammar school course, is simply an impression obtained among those who have not had an opportunity of following the individuality of pupils for seven or eight years.
That the individual may get the greatest amount of good out of the schools, arbitrary classification must be abolished to a certain extent. The elasticity in such methods of pro- motion is an incentive to the more progressive pupils, and an example to the indifferent. The only objection that can be offered is, that the promotion of the brighter pupils over their less fortunate companions seems to discourage the latter. A possible solution of this question will be found elsewhere in the report.
At the opening of the fall term such pupils were pro- moted as, in the judgment of the teacher and myself, were able to do work beyond their grade. The understanding was, that if they were unable to keep up with the grade to which they were promoted, they could return to the grade from which they had come at the opening of the winter term. I am pleased to report that, without exception, such children are doing well the work assigned to them.
119
The question of relieving the North and East Schools was also one of grave importance. The constant increase in membership, as well as the inadequacy of the accommoda- tions, were telling upon the health of the children. Besides this, the difficulties of doing good work under such conditions were almost insuperable.
Anticipating a greater number of pupils in those schools in 1893, it was decided to centralize the grammar grades in the Everett building, and to use all the other buildings for primary schools. Accordingly, the fourth and fifth grades from the North and East Schools were transferred to the Everett building. This would leave but three grades in the smaller buildings. Moreover, to make room for the changes, the three primary grades from the Everett building were transferred to the Guild School.
Under the present system of grading, the children of the lowest primary grades are by themselves in the West, East, and North Schools, while in the upper rooms of the same buildings will be found the second and third primary grades.
In the Everett building are centralized all of the gram- mar grades, each grade occupying one room. The close rela- tionship between the grammar grades will afford the teachers ample opportunity for more harmonious work, and give the Superintendent a chance to observe more closely the methods of teaching and disciplining.
If, indeed, it be our object and aim to be on terms of equality with the more advanced schools of other commun- ities, greater attention, it seems to me, must be given to those special studies which tend to develop not only the receptive faculties of the child, but also the judgment and will. That the above qualities are absolutely necessary to every child, whether he is to enter upon a commercial life or not, is not to be questioned. I am of the opinion that, with the advanced methods of teaching and increased expenditures, there is a lack of such instruction as would cultivate in some children powers of observation, self-reliance, and executive ability.
120
The fault is not with the mental education; but it is a reasonable criticism to state that very many children go from school with part of their powers undeveloped. The public school has always provided that the same mental advantages should be to all alike. This assumption is fully in accord with the principles of government. But in the school room the children are not mentally on an equality ; and for this reason, while the power to pursue a strictly mental course is given to some, we must confess that there are many not sufficiently en- dowed by nature to pursue a strictly mental training. To such children truths can only be presented through the sense of sight and touch, and it requires the help of some form of physical environment in order that the training may not be mere imitation.
Manual training and physical science are both recognized for this kind of work. The latter is already in our schools to some extent ; the former is considered necessary as a means of stimulating into activity the minds of many boys who have grown dull from the insufficiency of a purely mental drill. The department of this education called kindergarten is uni- versally acknowledged as something having an important bearing upon the future education of the child. Wher- ever this department is established as a part of the public school system, a manifest improvement in the children -in their power to see, think, and act -is seen.
ATTENDANCE.
A close inspection of the statistical tables will give to the reader some idea what effeet sickness has had upon the at- tendance during the past year.
The prevalence of diphtheria during the winter term more than decimated the lower sehools. The danger of the disease spreading was so seriously considered by the Board of Health, that they requested that the schools be closed for two weeks. In compliance with that wish, the schools were closed.
121
In the spring diphtheria and scarlet fever again broke out in a mild form ; but, on account of a dread that many parents had of the diseases, a large number of pupils were kept at home.
Why should so many cases of scarlet fever and diphtheria break out in our midst? is a question that anxious parents, as well as interested teachers, put to themselves. Two thoughts suggest themselves to the mind relative to this subject. The habit of all pupils in a room of drinking from one cup gave rise to the idea that possibly the disease might be contracted in that way. Some medical men reported that it would be possible to contract a disease in this way ; others reported that, while it was possible, it was not probable. Then the habit of children who, although coming from homes where a contagious disease is found, yet frequent without any restriction public places, deserves attention. The Public Statutes are explicit as to preventing such children from attending the public schools ; but the law is of very little use, if the public will tolerate the travelling about of such children in public places. It is a serious mistake, and it is reasonable to suppose that cases of contagions diseases were contracted in this way.
COURSE OF STUDY.
The process of shortening the course of study is com- pleted, and the first class under the new plan will graduate in June.
In accord with the vote of your honorable Board, the grades, as they now exist, are as follows: The first year in school is called the first grade; the second is called the second grade ; and so on, to the highest grammar grade, which will be called the eighth grade.
THE COMMON BRANCHES.
The work in the common branches, as a whole, has been very good. Especial attention might be called to the number work and language in the lower grades: while the writing
122
has been uniformly good. In the upper grades the accuracy and thoroughness with which the pupils are doing their work is sufficient evidence that improvement is being made.
NATURE STUDIES.
Especial attention has been given to the above subject in all grades, but the best results were attained in the lower grades. We are criticised sometimes because of this kind of teaching. We do not attempt to teach the child that a fly flies, etc. Too many self-evident facts are presented to children as food for study. But we do insist that the eyes and ears must be open to obtain a knowledge of facts as they are presented .to him.
The powers of observation are amply gratified through this subject. When we discover a fact for ourselves, we have knowledge; when the fact is told to us by another, we have information. " Knowledge is power." Information may not be knowledge; hence, information may not be power. Its value is as an aid in acquiring power through knowledge. I believe that knowledge obtained through an investigation is of more lasting valne than information simply absorbed from text-books.
CIVICS.
The above subject has received some attention during the past year. Our object has been to give to the children in- formation about the several departments of our government, together with the workings thereof.
It is a menace to good government to allow citizens to live under its free form, to receive all of its benefits, and yet be ignorant or careless about the workings of such a govern- ment. It is an unfortunate fact that very many who enjoy the blessing of freedom do not care to understand the prin- ciples on which these free States were founded.
123
No better way can be devised to create an interest in this subject than through history and civics. A knowledge of the facts is an avenue to promoting patriotism and love of coun- try. With this end in view, attention has been given to the subject in the grammar department.
Special attention has been given to the object and manner of the New England town meeting, town, county, and city forms of government, the Australian system of voting, the departments of the government of the United States and the Commonwealth. Special attention was given to the relation of the different departments of the government to each other.
MUSIC.
At the opening of the spring term, Mr. M. W. Misener was elected teacher of music. He has labored zealously in this department, and has submitted the following report : -
REPORT OF M. W. MISENER.
To the Superintendent of Schools :-
In submitting, at your request, a report on the subject of musical instruction in the schools of Norwood, it may not be amiss for me to outline briefly the results which we are en- deavoring to obtain, and which, in time, may reasonably be expected.
It is believed that no method of musical instruction in public schools should be regarded worthy of commendation, by either the educator or practical musician, which does not, at every stage of the work, lead directly to the attainment on the part of the pupil of a three-fold object,- namely, the ability to read music readily at sight, the improvement of the singing voice, and the capability of rendering a musical com- position with expression.
124
The development of these three departments must be in the order named. In practical teaching, the ability of the pupil to read music readily at sight must receive the first considera- tion of the teacher at every lesson. When the mental facul- ties are employed in solving the problems relative to the pitch and length of sounds, comparatively little can be done in the development of voice and expression.
However important the growth and cultivation of the singing roice, it must in a measure be dependent on and sub- ordinate to the ability to read music at sight.
On the other hand, all possible attention should be given to the proper appreciation of musical tone, and a free and natural use of the voice; otherwise, physical injury to the vocal organs would be the result.
When the pupil has gained the ability to grasp the form and meaning of a musical composition, and the voice has be- come pure and flexible to the extent of giving effective utter- ance to the thought contained in the music, he must then be taught to sing with expression and feeling, without which his whole musical education is a failure ; and any performance by a pupil whose education had ceased at this stage would be mechanical, lifeless, and wholly uninteresting.
Briefly, these are the results to be obtained through the study of music in the schools. It must not be inferred, how- ever, that the different branches thus outlined, or the methods employed in teaching them, are in any way detached; but they are so interwoven in each day's instruction that each becomes a part of the other, the proportion of each being governed by the progress of the pupil.
Spaee will not permit an outline of the methods employed in gaining the desired object; but it is sufficient to say, that the difficulties are so presented to the mind of the child that they are grasped and overcome by the use of his own mental powers, which will, in time, make him independent of the teacher, and capable at all times of doing individually what- ever he can do in his class.
125
I trust that the parents will find, in the future develop- ment of their children, abundant proof of the fact, that the enjoyment which comes from intelligent contact with good music, in the school room and the home, tends to the forma- tion of character, and to added strength, both mental and moral.
It may not be out of place, in this connection, to express to you my appreciation of the support you have given me in my labors toward the elevation of the musical standard in the schools, and to the Committee, for the liberal policy which has been followed in regard to the supply of material for musical study.
It gives me pleasure to testify to the efficiency and co- operation of the regular teachers in your schools. The inter- est manifested in the educational features of the work, and the intelligent manner of following the methods of instruction in this study, are above criticism ; all of which tends to make the labors of the special teacher very pleasant.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.