USA > Massachusetts > Norfolk County > Randolph > Randolph town reports 1901-1906 > Part 3
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4 25
James F. Hurley, labor .
50
D. H. Huxford, printing
15 75
C. E. Lyons, labor
.18 74
C. Fred. Lyons, supplies
18 16
Nelson Mann, truant officer
20 00
A. J. Gove, expressing
28 77
Fred M. French, insurance
28 80
John E. McDonald, car fare, etc.
2 00
Charles D. Hill, supplies
40
J. Frank McMahon, taking census
20 00
Charles H. Cole, labor
8 00
$875 24
RECAPITULATION.
Paid for Teaching .
$7,593 84
Superintendent . .
300 00
Books and supplies
833 00
Care of rooms
555 25
Fuel ·
454 18
Permanent repairs ·
.
255 25
.
.
·
·
·
·
59
Paid for Transportation of pupils · $97 50
Miscellaneous and incidentals 875 24
$10,964 26
INCOME FROM FUNDS AND TAXES, ETC.
Wards of State
$28 50
Wards of City of Boston
16 50
Dog licenses .
372 50
Sundries sold
4 00
Coddington fund
64 00
Additional dividend on National Bank shares of
Coddington fund
2 48
State School Fund . ·
638 08
$1,126 06
61
STETSON SCHOOL FUND.
REPORT OF THE TRUSTEES.
To the Citizens of Randolph :
There have been several changes in the investment of this fund since our last annual report. Early in the year the Hide & Leather National Bank of Boston reduced its capital stock. We held ten shares of this stock, which has been reduced to seven shares and a cash dividend of $295.33, which sum has been deposited in the Randolph Savings Bank. We also held ten shares of the Shoe & Leather National Bank last year. The above-named bank has been consolidated with the National Bank of Redemption, and liquidated. We have received ten new shares of the National Bank of Redemption and a cash dividend of $250, which sum has also been deposited in the Randolph Savings Bank. These two cash dividends, together with two cash dividends amounting to $375 reported last year, will amount to the sum of $920.33, the present deposit in the Randolph Savings Bank. During the year the Chicago, Burlington & Quincy Railroad has been consolidated with the Northern Pacific and Great Northern Railroads. We held at par $3,500 of the former railroad bonds at five per cent, which have been exchanged for $7,000 of the latter bonds at four per cent.
The fund now stands as follows, the valuation being at par :
10 shares Eliot National Bank
. $1,000 00
7 shares Hide & Leather National Bank . · 700 00
62
10 shares National Bank of Redemption 1,000 00
10 shares Exchange National Bank . 1,000 00
10 shares Boylston National Bank 1,000 00
10 shares Old Boston National Bank ·
1,000 00
10 shares National Shawmut Bank 1,000 00
6 shares Webster National Bank
600 00
7 Northern Pacific & Great Northern 4 per cent bonds .
7,000 00-
Deposit in the Randolph Savings Bank
920 33
$15,220 33 .
The investment of the Turner Fund has not been changed.
The exercises of the fifty-seventh annual commencement occurred in the evening of June 21, 1901. Diplomas were presented to fifteen pupils, as follows :
Latin Course.
Mary Frances Barry. Herman Warren French.
James Henry Dumphy.
James Francis Kennedy.
Carrie Gertrude Eddy.
Ralph Gardner Knight.
Lois Horton Finley. Lillian Katherine McGahey.
Margaret Alice Forrest. Alice Veronica Reilly.
Katherine Mary Rooney.
English Course.
Cora Belle Metcalf. Edith Alden Belcher.
Laura Viola Qulu. Ernest Howard Payne.
Turner medals were awarded to James F. Kennedy, vale- dictorian, and Herman W. French, salutatorian.
At the beginning of the school year September, 1900, the number of pupils was 106.
At the close of the school year in June, Miss Isabel M. Breed resigned, having been a very efficient and successful
63
teacher for the long period of eleven years. Miss Alice R. McGann was elected to fill the vacancy.
The school at the present time is in charge of Fred E. Chapin, principal, and Miss Nellie G. Prescott and Miss Alice R. McGann, assistants. Their work has been highly commendable, and satisfactory results are being obtained.
The Stetson Hall building will require repairs the coming year; the roof leaks badly and the floor of the hall is in a very poor condition. It is earnestly hoped that the town, at the annual meeting, will make an appropriation for this purpose.
The report of the secretary, Fred M. French, Esq., is hercunto annexed.
Respectfully submitted, ROYAL T. MANN, JOHN E. MCDONALD, R. P. BARRETT, Trustees of the Stetson School Fund.
64
DR. THE BOARD OF TRUSTEES IN ACCOUNT WITH
1901.
To balance of old account .
$146 63
town appropriation for year
·
· 2,200 00
bank dividends, Shawmut $60 00
Eliot . 60 00
Exchange
60 00
Shoe & Leather .
60 00
Boylston
50 00
Hide & Leather, old .
stock, 6 months 25 00
Hide & Leather, new stock, 6 months · 21 00
Old Boston . 40 00
Webster
24 00
Randolph, in liquidation,
4 03
404 03
Randolph Savings Bank, interest
12 99
Mass. Loan & Trust Co., interest
7 70
C., B. & Q. bonds, interest, 9 months
rent of hall for year 98 00
sale of ladder
1 00
bank tax refunded by town . 142 05
interest in part on N. P. & G. N. bonds in anti-
131 25
cipation of coupons due January 1, 1902 . 65 00
- $3,208 65
65
THE STETSON SCHOOL FUND.
CR.
1901.
By paying F. E. Chapin, salary for year . $1,400 00
Nellie G. Prescott, salary for year . 550 00
Isabel M. Breed, salary, January to July . 332 91
Alice R. McGann, salary, Sept. to Jan. 21.7 09
Arthur W. Alden, care of schoolroom 84 00
Arthur W. Alden, extras
9.80
Charles Doughty, lighting and supplies for schoolroom
39 47
Charles Doughty, lighting and supplies for hall . 73 33
E. A. Perry, labor
2 25
A. E. Perry, labor
85
L. E. Knott Apparatus Co., supplies
32 05
T. H. Castor & Co., supplies .
7.39
Dexter T. Clark, repairing clocks
3 00
J. F. Hurley, labor
15 00
R. E. O'Brien, labor
II 19
James B. McDonald, school material
104 23
Edwin M. Mann, wood
22 50
Ginn & Co., supplies
4 17
Walter French, tuning piano .
2 00
M. Steinert & Sons Co., tuning piano
2 50
American Bank Note Co., 100 diplomas,
25 00
F. J. Donahoe, police duty
2 00
Estate of F. Porter, supplies
10 90
M. E. Leahy & Co., coal
107 50
William H. Cobb, step ladder
4 90
Alice M. Belcher, teaching music
20 00
Morris, Murch & Butler, chairs
12 00
H. C. Kendall, filling diplomas
3 75
Isam Mitchell & Co., supplies
I 20
E. W. Campagna, labor and material
5 28
Frank F. Smith, charcoal 8 40
D. H. Huxford, printing
61 00
F. E. Chapin, supplies
8 00
P. H. Mclaughlin, towels
2 00
Trustees and Secretary, for services
20 00
Balance
2 99
-
$3,208 65
FRED M. FRENCH,
Secretary.
·
.
66
RANDOLPH, February 10, 1902.
The undersigned, Selectmen of Randolph, having this day made an examination of the accounts of the Trustees of the Stetson School Fund for the year 1901, find them correct.
The investments for the fund are as follows, viz. :
National Shawmut Bank, 10 shares $1,000 00
Eliot National Bank, 10 shares 1,000 00
National Exchange Bank, 10 shares 1,000 00 Boylston National Bank, 10 shares · 1,000 00
Old Boston National Bank, 10 shares . 1,000 00
National Bank of Redemption, 10 shares . . 1,000 00
Hide and Leather National Bank, 7 shares
700 00
Webster National Bank, 6 shares
600 00
7 Northern Pacific and Great Northern 4 per cent joint bonds at $1,000 .
7,000 00
Deposit in Randolph Savings Bank . 920 33
$15,220 33
We also find in the hands of the Secretary a $1,000 bond of the City of Minneapolis, Minn., the investment for the Turner Fund.
PATRICK H. MCLAUGHLIN, GEORGE H. EDDY, CHARLES H. THAYER,
Selectmen.
67
REPORT
OF THE
SUPERINTENDENT OF SCHOOLS.
To the School Committee of the Town of Randolph :
Gentlemen,-A report is herewith submitted of the schools of Randolph for the fall term commencing September 2, and ending December 20, 1901. Appended to this report will be found the annual report of the principal of the Stetson High School, the annual report of the truant officers and the usual statistics for the school year ending June 30, 1901. The following figures are for sixteen weeks (includ- ing holidays) ending December 20 :
Number of school buildings
7
Number of schools keeping separate registers
17
Number of regular teachers
19
Whole number of pupils enrolled
694
Whole number of boys
348
Whole number of girls
346
Average membership
652.80
Average attendance
606.36
Per cent. of attendance (based upon average membership) . 92.9 ·
Number of pupils under 5 years of age
4
Number of pupils between 5 and 15
.
631
Number of pupils between 7 and 14 501
Number of pupils over 15
59
68
Number of pupils in -
First Grade 98
Seventh Grade . 62
Second Grade 67
Eighth Grade . 67
Third Grade 70 Ninth (High School), 50
Fourth Grade
72 Tenth 27
Fifth Grade
75
Eleventh
16
Sixth Grade
67
Twelfth ce
15
Number of cases of truancy
12
Number who have not been absent
·
111
Number who have not been tardy
347
Number who have neither been absent nor tardy,
71
Names of pupils who have neither been absent nor tardy :
STETSON HIGH SCHOOL.
Sarah L. Campagna.
Ruth Hilton.
Ellen Gill.
Thomas Holden.
Walter Devine.
Mary Henderson.
Isabelle Pope.
William Rudderham.
Florence Sullivan.
Fannie Simmons.
John Wren.
PRESCOTT SCHOOL.
Joseph Dennehy.
William Long.
Hugh McMahon.
Eileen Dolan.
Kittie Forest.
Mary Ainsley.
Charles Cahil.
Herbert Foster.
Joseph Kiley.
George Nolan.
Joseph Brunt.
Kathleen Veniac.
Mary Dench.
Josephine Holden.
Josephine Walsh.
Katharine Scannell.
Gertrude McMahon.
Joseph Desmond.
Marion Howard.
Geraldine Kennedy.
Joseph Mahoney .
Gertrude Bowen. .
69
Abby Roddan. Martha Gill.
Inez Phipps. Cosette Dooley. Alice Dowd.
Esther Farrell.
Ruth Rudderham.
William Phipps.
Ethel Brunt.
James McDonald.
Leo Dench.
Frances Brady.
Mollie Dean.
Blanche Farrell.
Leo Tully.
Henry Mullins.
NORTH GRAMMAR SCHOOL.
Elizabeth Deneill.
Frank Coleman.
Gertrude Pierce. Norman Baker.
Robert Dunn.
Charles Jones.
Guy Poole.
Lester Payne.
Clifton Stetson.
Roger Willard.
Harold Wilbur.
Ernest Baker.
TOWER HILL SCHOOL.
Elsie Fischer. Helen Mallevski. John Carroll.
Mary Hayes.
Leo Gallagher.
William Carroll.
Victoria Mallevski.
WEST CORNER SCHOOL. Ellis Mann.
THE WORK OF THE SCHOOLS.
My connection with the schools of Randolph covers a per- iod of less than four months. After so short an acquain- tance, it would scarcely be fitting for me to enter into a de- tailed survey of their work. But I am glad to be able already to testify to the fidelity and earnestness of the corps of teach-
Nora Dempsy.
Stella Nolan.
70
ers and their willingness to join in efforts to improve both the organization and the work of the schools. They realize that each year must bring an advance in the scope and the quality of their teaching, or they will fall behind in the for- ward movement of the educational world. They are ambi- tious not only for their own pupils, but also for the system of which their school is a part.
An attitude of judicious conservatism is prudent and often wise, but sometimes it leads to mistakes which are far reach- ing in their consequences. When manufacturing and com- mercial enterprises all about us are feeling the thrill of new life by the adoption of new and better processes, it would be strange indeed if no changes and improvements were taking place in the work of education. In no department is the familiar saying that " stagnation is death " more true than in the school room. The child, whose powers are not. awaking to new life and vigor, is sinking into dullness and arrested development ; and the teacher who discovers no new meth- ods, who makes no improvement in her work, will soon be- come the victim of her own mechanical routine, incapable of the freshness, sympathy and enthusiasm which must charac- terize all good work.
Far-reaching changes have gradually taken place in edu- cational work during the last decade or two. Some of them have come so gradually that the community and even the teachers have scarcely been conscious of them. Others have been sharply challenged and resisted and have been obliged to fight their way inch by inch. Educational fermenta- tion and discussion are not over yet, but we are able to see that substantial progress has been made. Not long since, a teacher of considerable experience was questioned with refer- ence to the changes which had come in educational methods and the new work which she had been called upon to take up. She said in reply : "I have found it necessary to change
71
all my methods of work. We have many reading books where formerly we had but one. We use paper and pencil instead of slate and slate-pencil. As new subjects we have nature work, physiology, music, drawing, geography and his- tory,-new in method if not in name. It has been neces- sary for me to learn to teach all these subjects. During these latter years, I have been compelled to become a stu- dent again. I must keep well-informed if I would preserve my own enthusiasm and keep up the interest of the children. I find that I enjoy my school work better and that I have im- proved in health. I am also surprised to find that I have more time at my command than formerly. I have more sub- jects to care for in the new course of study than in the old one, but I finish my assignment earlier in the year and I be- lieve that I do it more thoroughly. My children read much better than they used to and I think they write and spell as well. The work in arithmetic is, of course, more satisfactory to my superintendent and to myself. I am sure that their range of information has infinitely increased. This change has come about so gradually that I am afraid that I should find it difficult to describe it or give statistics that would be of assistance to you ; still I know that I have freedom in school, that the pupils are not crowded and that a child seldom fails of promotion."
Broader and simpler courses of study based on child nature rather than on a so-called logical arrangement of subjects have removed many obstacles out of the way of the school boy of the present day ; still further gains will doubtless come from changes in organization and methods ; but more import- ant than improvements in courses of study and text-books are the growing sympathy and helpfulness of teachers and their clearer apprehension of what education is. The true teacher is herself a student-always a student ; first that she may know the powers and the needs of the pupils who are to
72
be educated, second that she may see more clearly what is essential in the subject to be taught and the best mode of presenting it. It was once thought that any one who knew a subject could teach it, but it is now recognized that a knowledge of the child and of the best methods of teach- ing is also necessary. The work of the primary teacher in- volves peculiar difficulties, demands peculiar qualifications. Who shall say that the work of the college professor is more difficult than that of giving the first lessons in reading or the gentle restraint which leads to self-control? Nothing can be more fundamental than the study and skill and enthusiasm which the teacher puts into her work. One who is deficient in these particulars is weak at a vital point. To quote the words of Mr. James Brice : "We may overrate the import- ance of educational machinery ; we may expect too much from modernized curricula ; we cannot overrate the excellence of the teacher or spend too much pains in endeavoring to secure it. With good teachers nearly everything will have been gained ; without them, hardly anything."
Other things may contribute to the improvement of a school, but nothing else can be so central as the growth and improvement of the teacher. Every good teacher is a grow- ing teacher. Sometimes those who have had long experience improve the most rapidly. And let us not forget that such talent and enthusiasm as we require in our teachers ought to receive fitting compensation and the appreciation of the community.
TEACHERS' INSTITUTE.
By invitation of the Randolph School Committee a Teachers' Institute was held under the direction of the State Board of Education on Monday, November 11, in the Stetson High School building. Section meetings were also held in the vestry of the Congregational Church. The attendance
73
was large and the occasion proved to be one of unusual interest. The subjects presented were Language and Gram- mar, Drawing, History, Nature Study, Geography, Geome- try, English Literature, Latin, Reading; also Educational Values and the Social Ideal in Education. Among the speakers were Professor Frank McMurry of Columbia Uni- versity, Professor Arlo Bates of the Massachusetts Institute of Technology, Dr. John T. Prince, Mr. Henry T. Bailey and Mr. James W. McDonald of the State Board of Educa- tion, Professor Arthur C. Boyden and Professor Charles P. Sinnott of the Bridgewater State Normal School, Mr. William D. Parkinson and Mr. William C. Collar of Boston. It is scarcely necessary to say that with such speakers the exercises were of a high order, practical and helpful to teachers. The entire corps of teachers was present from the following towns : Randolph, Holbrook, Avon, Braintree, Weymouth, Rock- land, Abington, Stoughton and Canton. Many superintend- ents and teachers from other towns were also present, filling Stetson Hall at the general sessions to its utmost capacity.
Several general meetings of the teachers of the district - Randolph, Holbrook and Avon - have also been held, be- sides local meetings. There can be no doubt that all of the these meetings have been stimulating and helpful. There is pretty serious difficulty in bringing all the teachers of the district together, but it is to be hoped that considerable stimulus may thus be gained from time to time.
NATURE STUDY.
We are making an effort to incorporate into the regular grade work of the schools observation lessons and oral in- struction relating to plants and animals and various familiar subjects. This work is generally called Nature Study. A carefully considered course has been adopted for the Ran-
74
dolph schools which includes the observation of various plants, animals, and other familiar objects which Nature presents in such profusion in our locality and the leading facts concerning them. It also includes some of the simpler facts and laws of elementary science, especially those relat- ing to every day life and phenomena, the care of the body, cleanliness and the laws of health ; practical lessons in con- duct and morals and the elements of civil government.
The plan provides that about fifteen minutes shall be given each day to a conversation between the teacher and the pupils on these topics. The instruction is to be oral, no text-book being used by the pupils and no preparation being required by them except such observation as they are able to make of the trees, plants, flowers, birds, insects and animals to which their attention may, from time to time, be directed. Whenever possible, specimens or parts of the object under consideration are brought into the school-room that pupils may see for themselves. A few teachers have been doing more or less of this work for a number of years. When the instruction is wisely and efficiently given, it becomes one of the most useful as well as delightful features of school life. Much valuable information is acquired. A love of nature is cultivated by acquaintance with its phenomena, habits of observation are formed and pupils learn to see for themselves and to understand the processes of nature which are taking place all around them. Few things are of greater practical value to a child than a knowledge of the simple facts relating to the care of his body, the preservation of his health, the necessity of civil government, the duties of citizens and the fundamental importance of obedience to the law. As has been said, this work requires no study or preparation on the part of the pupils and takes very little time of the school day ; but it yields valuable results in the mental and moral habits
75
of a pupil, his intellectual growth and his general intelli- gence.
REGULAR ATTENDANCE.
The growing attractiveness of the school room has made truancy, in the ordinary sense of the word, a rare offense ; in many schools it is practically unknown. But there are few teachers who do not still find frequent absence, irregularity in attendance, a serious obstacle in their work. We may be sure that every teacher in Randolph has tried to secure regular attendance ; but, in spite of all their efforts, in every room absences have occurred which the teacher can scarcely consider " necessary." The reports of the State Board of Education have dwelt earnestly on this point. The statute requires the attendance in school of all children of school age. But some parents, whose interest in the education of their children is beyond question, permit them to be absent from school for trivial reasons. If a man can be regular at his work or place of business for months or years, why can- not his children, who enjoy equally good health, be regular at school? If I may hope that this report will reach the homes from which our pupils come, I wish that it might bear to them an appeal to avoid unnecessary detention of pupils from school. The school authorities are required to decide what are "necessary absences," and teachers will always be found willing to accept reasonable excuses. But they can hardly be in sympathy with that kind of parental indulgence which permits excursions and amusements to take precedence of the school, or with the shortsightedness which keeps pupils out of school to work or run on errands. Each absence makes a break in a pupil's work at school. He misses instruction on which the work of the next day - all his future progress - depends. If he fails of promotion at the end of the year, his teacher is often blamed and perhaps
76
accused of partiality, while, in fact, it is her highest ambi- tion to carry every member of her class successfully over the work of the grade.
This relation of regular attendance to good scholarship is so obvious that no one can fail to perceive it, and it will be a great benefit to the schools if all unnecessary absence can · be avoided. Moreover, it should not be forgotten that punctuality and regularity in attendance have a direct and important bearing upon the formation of good habits and a strong character. What is more essential to one's success in life than his reliability-the habit of always being at the post of duty, punctuality in getting to one's work and get- ting it done on time? These sterling traits of character do not come without effort. They are the product of patient and long continued training, of the co-operation of the home and the school influences. The youth who has gained will- power and the habit of overcoming difficulties by always going to school and always preparing his lessons has a start in life which is better than credit or capital. Help him to avoid the first absence, the first tardiness. Keep a clean record as long as possible.
If any one deems this matter of little importance let him look up the old records; let him take a school register or roll of honor of twenty years ago and note the proportion of successful men and women among those who were never absent or tardy for long periods in their school days as com- pared with those who were irregular and unpunctual. He will soon be convinced that more stress should be laid upon this matter at the present time, and that no practicable efforts should be spared to secure a perfect attendance record for as many as possible of our pupils.
RELATION OF THE LIBRARY TO THE SCHOOLS.
It is a pleasure to report the prompt and helpful co-opera-
77
tion of the Turner Library with the public schools in efforts to improve the work of the schools and promote a correct and wholesome literary taste among the pupils. Early in the term a list of some fifty books desired for teachers' refer- ence books and to assist in nature study was handed to the librarian with the suggestion that as many of the books as practicable be added to the library. All the books were promptly purchased and have already been of great value to us. Up to January 1, 1902, 761 volumes, carefully selected by the teachers, have been sent in sets of ten volumes to the various schoolrooms for circulation among the pupils. This is an important service for teachers to render to their pupils, for children do not always choose wisely when they go to the library to make their own selection, and many of them would never go. The value to a young man or woman of a taste for reading, a love of the best books, can hardly be over-estimated ; it is a protection from bad habits, a help and an inspiration in every relation in life. The library can be of service to the schools in many ways, and it is hoped that teachers will utilize it as much as possible.
DRAWING.
Among the improvements which are deemed desirable in the schools, I will mention but one at the present time. This is the introduction of drawing into all the grades. This subject has long since passed the experimental stage in educational work. It is intimately related to such other branches as geography, language and nature study, and is in itself a valuable acquisition. Skilled instruction in drawing can probably be secured at very moderate expense, and I recommend that it be introduced at the beginning of the next school year.
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