USA > Massachusetts > Norfolk County > Randolph > Randolph town reports 1913-1919 > 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 | Part 51 | Part 52 | Part 53 | Part 54 | Part 55
Respectfully yours, GEO. V. HIGGINS, M.D.
A Letter to Randolph Physicians
Boston, Mass., Nov. 2, 1917.
Dear Doctor:
I feel that it is worth while to sum up briefly the present outbreak of diphtheria in Randolph because successfully to control an outbreak of communicable disease calls for most complete co-operation between the physician and the health officer.
The cases in town, as you already know, have been con- fined to the Belcher School district. As the first step in the control of the disease, cultures were taken of all children
83
-
EIGHTY-SECOND ANNUAL REPORT
and teachers in that school; only 3 were found to be posi- tive, and of these 2 were probably carriers. Many criti- cisms have been heard from the townspeople concerning the sanitary conditions of the school. These I found to be excellent. As a matter of fact, however, we know that even such sanitary conditions as overflowing cesspools or im- perfect toilets have practically nothing to do with the spread of diphtheria.
The second step taken was the employment of measures to insure adequate isolation of the sick patient and adequate quarantining of those exposed to the disease. For this. purpose, and for the purpose of assisting in the school work, a trained public health nurse was employed by the town board of health for one week. The State District Health Officer also visited those in quarantine at brief intervals in order to make sure that the families were living up to their duties. Regulations suggested by the State Depart- ment of Health were adopted by the Randolph Board of Health. The requirement for release from quarantine now is that the patient shall have been isolated for at least ten days from the onset of the disease and for as much longer as is required for two consecutive negative cultures to be obtained from both nose and throat at an interval of at least twenty-four hours. Furthermore, it is required that a single negative culture shall be obtained from the well members of the family who may have been in contact with the disease.
Certain points I wish to urge with all the emphasis at my command :
First-That cultures be taken from all sore throats regardless of the presence or absence of a membrane; in any case cultures should be taken from the nose as well as from the throat.
Second-A point of the greatest possible importance is
84
TOWN OF RANDOLPH
the early giving of anti-toxin. This should be given in all suspicious cases even before a positive culture has been obtained. Statistics show that if antitoxin is given within the first twenty-four hours after the onset of the disease the mortality is practically nothing; another twenty-four hours delay brings the mortality up to 5 per cent, and another twenty-four hours brings it up to something like 12 per cent. After that the mortality is high, going up to 30 per cent or more.
The responsibility for adequate culture taking and the adequate exhibition of antitoxin rests with the family physi- cian, as it is he who sees the case first and who has charge of its treatment.
With thanks for your co-operation, I am
Yours very truly,
MERRILL CHAMPION, M.D.,
State District Health Officer, Mass. State Dept. of Health.
85
EIGHTY-SECOND ANNUAL REPORT
STETSON SCHOOL FUND
Report of Trustees
To the Citizens of Randolph:
There has been no change in the investment during the past year. The Boston and Maine is still in the hands of a receiver so there is no interest paid on bonds.
The fund is invested as follows:
7 Northern Pacific & Great Northern 4% bonds . $7,000 00
2 American Telephone & Telegraph 4% bonds
2,000 00
2 Boston & Maine R.R. 4% bonds.
2,000 00
Deposit in Randolph Bank
4,567 66
Deposit in Weymouth Bank . . 1,420 97
10 Shares Boylston National Bank
1,000 00
8 Shares Webster & Atlas Bank . 800 00
5 Shares People's National Bank 500 00
2 Shares Lawrence Gas Company 200 00
$19,488 63
The Turner Reference Library Fund is invested in a deposit of $1,000.00 at the Randolph Savings Bank.
Respectfully submitted,
EDWARD LONG, GEORGE V. HIGGINS, M.D., EDMUND K. BELCHER,
School Committee.
86
TOWN OF RANDOLPH
January, 1918.
The undersigned Selectmen of Randolph have this day made an examination of the accounts of the Trustees of Stetson High School for the year 1917 and find them correct.
The fund is invested as follows:
7 Northern Pacific & Great Northern 4% bonds . $7,000 00
2 American Telephone & Telegraph 4% bonds 2,000 00
2 Boston & Maine R.R. 4% bonds. 2,000 00
Deposit in Randolph Savings Bank . 4,567 66
Deposit in Weymouth Savings Bank . 1,420 97
10 Shares Boylston National Bank Stock
1,000 00
8 shares Webster & Atlas Bank Stock . 800 00
5 Shares People's National Bank Stock 500 00
2 Shares Lawrence Gas Company . 200 00
$19,488 63
The Turner Reference Library Fund is invested as a deposit of $1,000.00 at the Randolph Savings Bank.
Respectfully submitted,
JEREMIAH J. DESMOND, WALTER F. STEPHENS,
Selectmen of Randolph.
87
EIGHTY-SECOND ANNUAL REPORT
The Board of Trustees in account with the Stetson School Fund
1917
Dr
To appropriation . $3,500 00
To balance of old account 34 05
Bank dividends, Webster & Atlas 64 00
Bank dividends, Boylston
50 00
Bank dividends, People's . 30 00
Interest, N. P. & G. N. R.R. bonds
280 00
Interest American Telephone & Telegraph. . .
80 00
Interest Boston & Maine.
00 00
Interest Randolph Savings Bank .
192 89
Interest Weymouth Savings Bank.
98 03
Interest Lawrence Gas
16 00
Rent G. A. R. Hall .
10 00
Rent Stetson Hall .
1,028 96
Interest Stoughton Trust Co ..
41
Extra dividend People's National
5 00
. $5,389 34
Cr.
Paid F. E. Chapin.
$1,450 00
Lina M. Bozzozero
640 00
Hilda Enrich .
570 00
Anna Sherwood .
620 00
Mary J. Quigley
570 00
Mary Winn .
210 00
Ernestine Canning
27 50
M. Alice Reinhalter
390 00
..
88
TOWN OF RANDOLPH
Paid Bernard Moore.
$325 75
M. E. Leahy . .
202 00
Randolph Coal Co.
47 50
Randolph & Holbrook Electric Light.
184 23.
E. C. Soule.
8 70
Frank Harris.
14 00
Fisher Supply Co.
6 85
H. I. Dallman
26 75
Randolph Trust Co.
3 00
W. H. Carroll .
15 00
Brockton Gas Co.
3 90
Edwin Mann
15 00
Wm. Toomey
2 40
R. E. O'Brien
25 85
A. C. Hall .
3 60
Trustees' salary
20 00
$5,382 03
Balance
$7 31
Randolph, January 20, 1918.
The undersigned have this day examined the accounts of the Secretary and find the same correct with vouchers for all orders drawn.
JEREMIAH J. DESMOND, WALTER F. STEPHENS,
Selectmen of Randolph.
89
ANNUAL REPORT
OF THE
Superintendent of Schools
1917
TOWN OF RANDOLPH
REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the School Committee of the Town of Randolph:
Your superintendent submits his first report concerning the schools of the town. This constitutes the seventeenth annual report of the superintendent of schools. As Mr. Blodgett held office during the entire school year, I am presenting the usual statistical data as he gave them to me. These will be found in the appendix of my report.
It is somewhat natural when one commences new duties to survey the field before him. He tends to outline the problems and to look for the forces which he hopes to use in meeting them. What is the problem before the educa- tional authorities? It is the education of approximately one thousand children with varying interests and capacities. It is these children who should indirectly determine the courses of study, the strength of the teaching force and the size of the school appropriation. If all citizens would once understand that schools exist for children and not for the conveniences and preferences of adults, many of our prob- lems would be eliminated. What can be rightly expected of the educational opportunities in Randolph? It is obvious that the needs of the children should be met just so far as the wealth of the town will permit.
Educators have grouped children and young people in several ways for educational purposes. We may consider our youth in two main divisions, namely: elementary school pupils and secondary school pupils. The first division shoud include pupils between the ages of six and twelve. The educational provisions for such children are.
93
EIGHTY-SECOND ANNUAL REPORT
quite uniform everywhere. There is comparatively little discussion as to possible changes in curriculum and organi- zation. The educational results from the first six years of a child's school life are very well marked. Physiological changes affecting the health, attitudes, interests and ideals of children have scarcely appeared. Though some children are beginning to find school work of little interest and are becoming restless under the usual school conditions, this elementary school period holds an exceedingly impor- tant place in our school system and produces tangible results which tax-payers may observe at any time. Such an elementary school education, Randolph provides. Though we should all agree that this part of our work is fairly well outlined for us, we must admit that it requires continual study for improvement. Much work remains in Randolph, as in other towns, to make the education in our elementary. schools more thorough and more vital. Your superintend- ent is convinced that our school system can graduate from the first six grades more capable, intelligent and efficient children. He and your teachers are now working together to strengthen the work in English. Other subjects will be studied as time permits.
In addition to strengthening the work now carried on in our first six grades, I look forward to a practical program of physical education, to an increased attention to nature study and to a broadening of our work in fine arts so that the usual drawing lessons will be supplemented by a study of pictures and by the application of the principles of design and harmony of color to school room conditions, home conditions and dress. We have already begun to give our attention to training children in the duties of citizenship.
The work of the elementary school may be roughly divided into two groups of subjects, both of which are essential to the proper education of our children. The first group may be
94
.
TOWN OF RANDOLPH
called the mechanical subjects and are means to ends. The success with which they are taught depends in large measure upon the teachers' conception of habit formation. Reading, writing and arithmetic are fundamental but they are means, not ends, in life. To master these subjects, continual drill in habit formation is essential.
The second group may be called the cultural subjects. This group includes literature, composition, geography, history, music, the fine arts, nature study, and training in citizenship. This group of subjects is expected to provide situations which call for good thinking, but in addition, a larger conception of the universe, a growing interest in the world, a progressive appreciation of the finer and more permanent things in life, in short, to produce a person who is on the road to an intelligent and educated human being.
We expect to make our children better writers, to make them more proficient in arithmetic, to help them grasp thoughts more readily from the printed page. But we should more than ever endeavor to cultivate the minds of children in the first six grades so that as each year passes the greatness of the universe will be revealed as well as man's powers over nature, so that our country's story will stimulate their love, respect and sacrifice for it, so that the lives of great men in the past will be sources of inspiration and of worthy ambition for them, so that music will become a cherished possession, a good picture a living joy, so that some literary gem will have become nestled in their hearts to remain a living force, so that the song of the thrush will have a word of cheer, and the trailing arbutus a message of sweetness. The cultivation of these things do not con- stitute the "frills " of education; they do rather constitute the moral fibre of the curriculum. To neglect them, may mean disaster; to cherish them, the making of educated but not "high brow" individuals.
95
EIGHTY-SECOND ANNUAL REPORT
How can these things be accomplished? I answer by an increased study of the best ways of presenting the subjects which we now provide in our schools, and by increased atten- tion to nature study, the fine arts, and to training in the duties of citizenship. This will not mean overcrowding the curriculum, but it will mean a careful study of every subject and every section of a subject in order to learn if the thing is worth while. The teache. will continually ask herself: "Is this worth while? Is this meeting a need? Is this vital to the child's growing nature?"
Your superintendent has one more thing to say about the work of the elementary school. Physical education must always be an important part of school work. Randolph is doing practically nothing in this field. It is only a ques- tion of a few years when compulsory physical education will be required in all the schools of the state. At a later date, I will outline what might be considered a feasible plan for the town. The large number of registered men rejected by the Government because of being physically unfit is in large measure due to lack of proper physical training in our public schools. The obligation of towns is quite obvious.
Secondary Education
The work following that of the first six years is secondary, because it follows a definite unit of work. It is true that we have considered the seventh and eighth grades a part of the elementary school system and have left four years of work for the high school. I purposely group the seventh and eighth grades with secondary education because the needs of the pupils in these grades are quite different from those of pupils in the first six grades. Educators are now advancing arguments to group the work following the first six grades into two sections of one division. The words "high school" are used for the work of the six years just as elementary school has been used for the first six years. But
96
TOWN OF RANDOLPH
the work is divided so that the Junior High School (some- times called Intermediate School) will comprise three years' work and the Senior High School, three years' work. Other groupings have been advocated and put into practice and other names used. The names are of little interest, but some plan of reorganization is advisable. I am sure that in Randolph we can make a beginning in providing better education for all our children after the first six grades. The kind of education obviously must be determined by their needs.
Though the changes which occur between twelve and fourteen are gradual rather than abrupt, there is quite a noticeable change taking place in the physiological consti- tutions of boys and girls within these ages. These physical changes in life are usually accompanied by changes in inter- ests, ideals and often in capacities. Educators are agreed that these children are problems and they have given con- siderable thought in the last five years to their proper education. The problem is complicated by the fact that many of these have reached the age of fourteen and are thus permitted to go to work. The figures for the country as a whole clearly demonstrate that most children withdraw from the seventh and eighth grades and the first year of the high school, not because their parents need the money which the children earn, but because they have no longer found their school work of interest and profit. The in- difference which boys and girls manifest toward their studies in these years is a bad condition for themselves as well as an indication of inefficiency on the part of the schools. No teacher is responsible for this. The problem goes to the very nature of the organization and of the curriculum.
In Randolph as in many other towns, these grades offer a little more geography, history, English, penmanship, music, drawing and mathematics. These subjects cannot
97
-
EIGHTY-SECOND ANNUAL REPORT
meet the demands of all children. They have a place in the curriculum but they are not the educational food for all children.
I will thus outline what might be considered an ideal plan for children beyond the sixth school year, taking care to point out what I consider a feasible plan for the present.
Courses, appropriate to this intermediate period or junior high school period are of two general types that may be classified as literary and pre-vocational. The first would comprise in large measure the work which we now have, represented by such subjects as English, mathematics, history, civics, geography, music, and drawing. Children who are fairly sure of continuing their work in the senior high school (last three years of present high school work) and who expect to enter some higher institution such as a normal school, technical school or college, or who look forward to a general education for six years after leaving the elementary school, would naturally pursue this literary course. This is the work in which most school systems are strong but which makes little appeal to a large majority of children. The number of high schools graduates who have gone to higher institutions is very small. We are not send- ing a sufficient number of our graduates to higher institu- tions. The majority of the high school teachers are teaching the subjects which naturally prepare pupils for our higher institutions. Yet, few pupils are taking advantage of the opportunities. I expect that our high school principal will arrange for meetings so that parents and children may hear from college authorities of the expenses of a college education, of the opportunities offered in college, and of the successes of college graduates. I cannot too strongly urge that our pupils be made well acquainted with the advantages of a college education and of the need of college graduates in the world.
98
TOWN OF RANDOLPH
The second course appropriate for young people at these ages would comprise, as I have said, the pre-vocational type. This would really constitute pre-vocational courses rather than one course. These pre-vocational courses would aim to prepare pupils for the strict vocational courses of the last three years of their school life (senior high school). They should also aim to give those pupils who will withdraw from school at the end of this intermediate period, some definite practical preparation for some field of usefulness. It is not only a poor educational provision, but also an in- justice to give a pupil who will leave school when he is fourteen the same work which we give to a pupil who is sure of going on to higher institutions. For the needs of our community; these pre-vocational courses might be grouped into the following types:
1. Commercial.
(a) Clerical work involving bookkeeping and type- writing.
(b) Selling.
2. Manufacturing and Mechanical.
(a) Woodworking trades-carpentry and cabinet making.
(b) Metal working trades.
(c) Electrical trades.
(d) Sewing trades.
(e) Shoe making.
3. Agricultural.
4. Home-making.
5. Printing and bookbinding.
These courses would be accompanied by the study of our usual academic subjects but with the latter made concrete and practical. Literature would still have a place in the English work. The mathematics would be applied. Geog- raphy and history would deal with commerce and industry.
99
EIGHTY-SECOND ANNUAL REPORT
Drawing would be closely correlated with the type of pre- vocational course studied, and so on.
Such a provision of courses would serve to find the inter- ests and to discover the capacities of many of the pupils so that when the last three years of their public school work were reached, they would be able to select more intelligently the vocational courses offered. Though differentiation has been made in this intermediate period, so much of the instruction has been common to all-English, history, geography, arithmetic,-that any pupil can change his course and adjust himself to that course in which he has an interest and for which he thinks he has capacity. The period is largely a testing period in which we hope to help boys and girls to discover their interests and capabilities.
I hasten to say, however, that such educational provisions as I have outlined cannot be supplied by Randolph. The size and valuation of the town will not warrant any such outlay as the above courses of study would require. Why then mention them? I have done so to indicate what I hope children may some day have, as well as to show how far we are from providing an ideal educational system. All this gives me courage to ask for the following changes:
1. Introduce the clerical studies in the seventh and eighth grades so that pupils who do leave school when they are fourteen will have something tangible with which to secure employment. Typewriting and bookkeeping can be pursued with profit by seventh and eighth grade. children. These subjects will meet the needs of some of the boys and girls of this group.
2. Introduce domestic science in the seventh and eighth grades. This can be pursued with profit and will meet the needs of some of the girls.
I consider these changes very important. The intro- duction of such subjects in the seventh and eighth grades
100
TOWN OF RANDOLPH
will have a great effect in more adequately meeting the needs of the boys and girls in these grades. It is obvious that the usual academic subjects still remain for those who plan to continue their literary education.
If the Junior High School or Intermediate School were organized, as I have suggested, it is obvious that such pre- vocational courses of study would spread into definite voca- tional courses of the Senior High School (last three years of public school work). The senior high school would offer the literary course for those preparing for higher institu- tions or for those seeking a general education. In addition, it would provide vocational courses preparing pupils for carpentry, cabinet making, printing, mechanical and metal trades, etc. We agreed, however, that such provisions could not be made for Randolph. What can we expect of our Senior High School? Our high school can have four specific aims:
1. The preparation of pupils for higher institutions.
2. The provision of a general education as far as the usual academic subjects are adequate.
3. The preparation of pupils for clerical, commercial and general business positions.
4. The preparation of young women for home-making duties.
The town can afford to carry out these aims and to do it well. In order for pupils to secure the strictly vocational courses which I have mentioned above, we must turn to the state aided vocational schools. It is by means of these latter schools that complete educational provisions are provided. Though our high school might have fewer pupils, a more appropriate education would probably result if boys and girls and their parents were aware of the opportunities in this stage for specific vocational instruction at very reason-
101
EIGHTY-SECOND ANNUAL REPORT
able costs. I am going to take this occasion to make known to them what some of these opportunities are. A Randolph boy fourteen years of age or more may attend the Boston Day Industrial School and receive instruction in the follow- ing departments: electrical, machine woodwork, cabinet- making and carpentry, machine shop work and sheet metal work. The course is two years in length. Practically the only expense to the boy's parents would be that of trans- portation.
A Randolph girl may attend the Trade School for Girls in Boston. Instruction is offered in dressmaking, millinery, power machine operating, cutting and fitting, and cooking and serving. The course is two years in length. The ex- pense to the parents would be that of transportation.
A boy may enter the Norfolk County Agricultural School at Walpole and receive instruction in agriculture and allied subjects. The expense would be that of transportation.
These schools are illustrative of other schools which our boys and girls may enter. They offer educational opportu- nities which the small town cannot usually provide and they constitute an important part of our secondary school system. Your superintendent will consider it a favor to confer with parents and their children concerning the opportunities for education outside our own educational system. We, must frankly confess that we cannot afford to provide all the educational courses which our youth needs. But such inability is no excuse for nót helping every boy and girl to find the school and the courses of study which will meet his or her educational need.
In addition to the recommendations which have been given or implied in the preceding pages, I desire to make the following
General Recommendations
1. I recommend that a definite policy be established
102
TOWN OF RANDOLPH
concerning the salaries of teachers. The present salaries are not adequate. After careful consideration of the town's wealth, I recommend a minimum salary of $600 for ele- mentary school teachers and a maximum salary of $800. The increases, however, from $700 to $750 and from $750 to $800 should be made only after a teacher has completed the work of at least one summer session of a normal school or of a university. In any case, the yearly increase should be based entirely upon merit and efficiency and upon professional growth. Teachers should be advanced because they are improving, because they are professionally alive, and for no other reason. Length of service has little to do with advances unless that service is accompanied by growth and educational insight. Education is a growing thing. It requires continual study. I cannot too strongly empha- size the importance of advancing the salaries of teachers on the condition that teachers advance themselves by at- tendance at a summer session of a normal school or of a university. Our teachers who are now earning $600 a year should be paid $700 unconditionally, however.
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.