USA > Massachusetts > Bristol County > Attleboro > Reports of town officers of the town of Attleborough 1886 > Part 6
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By your action in fitting up the two High School labo- ratories for use by the pupils you have put it in our power to adopt these newer methods of instruction in that de- partment and bring it up to the position which it should hold. I deem it one of the most important of the changes that have been introduced into the High Schools since my acquaintance with them began. With the effi- cient instructors our schools possess, who are specially in- terested in the work, and fully competent and eager to use the means you have given them, you may well feel that our High Schools are entering upon a new era of usefulness and popularity.
This year being a year of transition from the old to the new course of study, much consolidation of classes has been possible. Next fall the new course will be in full operation, and there will be seventeen or eighteen regular recita- tions each day to be divided between two teachers. It is impossible for any teacher to teach eight classes a day in eight different studies in several departments of learning and do good work in all. As a partial relief I recommend the employment of another assistant, who shall spend part of the day in one school, and the rest in the other.
I38
ANNUAL REPORT.
TEACHERS.
The success of any school system, however good, is de- pendent upon the excellence of the teachers who carry it into execution. If our schools have made great progress, no small part of it is due to the steady improvement of the corps of teachers. While there are still weak points, the town is fortunate in possessing a force that, as a whole, is faithful, energetic and progressive, and contains many who possess, to an unusual degree, special adaptation to the work. All but three read educational journals and nearly all study professional books. In my work with them, I have found them, without exception, eager for im- provement in their work, ready to adopt suggestions and cordial in their support.
In filling the vacancies that occur, the first considera. tion is, of course- successful experience. But I believe it to be a wise policy to engage, when possible, those who have made special preparation for the work. It is true that some of our best teachers have never attended a Nor- mal School, but the average length of service is at the best so short that it is not too much to ask that applicants for positions shall have had special preparation for the work. While all Normal school graduates are not success- ful, they are, as a rule, much more progressive than those without special preparation. Other things being equal the graduates of our own High Schools who have taken a Normal course should be preferred in the selection of teachers.
SUPERINTENDENCE.
As it is often wondered what a Superintendent does with his time, a few items that engage his attention are here enumerated. Under the free text-book system much
I39
ANNUAL REPORT.
time is taken in the purchase and distribution of the sup- plies. He must buy everything needed in the schools, from shoc-pegs for the primary to chemicals for the High schools, considering in each case the questions of price, quality and suitability. Ink must be carried to this school, a broom to that, and books to another. Good teachers to fill vacancies must be hunted up, requiring much time and the writing of innumerable letters. The schools must be frequently visited, and the work exam- incd. Truancy must be investigated, cases of discipline considered, misunderstandings between parents and teachers removed, school surroundings studied, pupils classi- fied and promoted or degraded, uniform examinations pre- pared, teachers advised and directed, changes in the sys- tem considered,"text-books examined, teachers' meetings and grade meetings held, and regular office hours observed at each village two days in the week. Having done all these things, and by personal inspection informed himself of the wise, faithful and full execution of the school sys- tem, he must in his spare moments acquaint himself with the school system in other towns and cities, and with ad- vancement in educational matters in the world at large, that he may improve his own system. In the perform- ance of some of these duties I have, since September 19, made 563 calls at the various school rooms, and ridden an average of nine miles per day.
With many thanks to the public, the teachers and the Committee for the kindness and cordial support with which my efforts for the advancement of the schools have been met, this report is
Respectfully submitted,
HENRY M. MAXSON,
March 1, 1886.
140
ANNUAL REPORT.
APPENDIX.
NUMBER WORK IN GRADE I.
BY A TEACHER.
The little ones are expected to learn all combinations to ten during the first year. This they can easily do if they have average ability, and are regular in their attendance.
Objects should be used entirely the first part of the year, blocks, wooden beads, shoe pegs, splints, colored papers, marbles, etc. The greater the variety of objects used, the more interest the children will have in the Num- ber work.
We usually have the Number lesson standing around a table. The teacher has a number of blocks before her, perhaps thirty, and asks the children to count as she moves the blocks. It may be 1, 2, 3, 4, etc., or I, 3, 5, 7, 9, etc. There are a variety of ways, and this exercise not only interests them, but teaches them to count with rapid- ity. After a short drill in counting, the teacher may take from the pile before her, a number of blocks of which the children are to learn the combination. If it be the num- ber two, she takes two blocks, and asks some one to tell her how many blocks she has. Almost all children will know, and the answer will be, "You have two blocks". The teacher then places one block on the table and asks,
141
ANNUAL REPORT.
"How many do you see on the table"? Answer, "One block". "How many in my hand"? "One block". "How many ones do you see"? "Two ones". "One block and one block make how many"? "One block and one block make two blocks." The teacher then takes away one block and asks some one to tell what she has done, the answer comes, "You have taken away one block". Another says, "And you have one block left".
The teacher here explains that the word less means to take away, and says she would prefer they should use the word less. She then asks the question as she removes the block. "Two blocks less one block leave how many?" Answer, "Two blocks less one block leave one block."
The same method is used in teaching Division and Mul- tiplication. All the combinations of a given number are taught before speaking of the combinations of the follow- ing number. The combinations of the number two, may for convenience be written thus:
1+1=2 2-I=I 2-2=0 2:2=1 2:1=2 2×I=2
After the children are somewhat familiar with the meth - ods used, they take the blocks themselves and tell the dif - ferent combinations as they perform the work, or the one who can answer most quickly, takes the blocks, performs the work and calls on some one else to give the answer. Perhaps the teacher will call on still another to tell a story about the given number. If it be 6-3=3, the story may be similar to the following: "I had six marbles, I lost three, and now I have only three left," If asked "Why,"
142
ANNUAL REPORT.
the reply will be, "Six marbles less three marbles leave three marbles."
Written numbers may be taught as busy work. The figure is placed on the blackboard for the pupil to copy, and the objects are placed beneath it, so that the child may recognize the value of the given figure.
The latter part of the year the children should be able to write at the blackboard any combination which they make with blocks. If they have seven blocks before them, and are finding how many 3's there are in that number, they will place the blocks thus : *** *** * and write it at the board in this manner : 7 : 2 = 3 + I. We find toy money very useful to interest the pupils, also a game called Fox and Chickens, the object of which is to teach subtraction. The teacher distributes to the chil- dren at their seats a number of shoe-pegs varying from one to ten. The children count their pegs, and then put their heads on the desk and close their eyes, while the teacher, who represents the fox, takes away some of the pegs, which are supposed to be chickens, from each desk. The children then wake up, count their pegs, and tell, when called upon, how many chickens they had at first, how many they now have, and how many the fox took.
Another way to interest and keep them busy is to write examples on the blackboard similar to the following, using only combinations which they have had :
6 _?= I 3+2+ ?= 6 4 -: 2 =? 4×2 =?
Throughout the early work the numbers are always associated with objects and the child is obliged to learn nothing which he cannot work out with his hands and
143
ANNUAL REPORT.
prove himself. It is the aim of the teacher to supply such a variety of objects and exercises that the work shall al- ways be fresh and attractive to the pupil and that he shall enjoy the work.
A DAY IN GRADE I-LOWER CLASS.
BY A TEACHER.
After the opening exercises, the children join in a simple hymn. While all are quiet and in position, the teacher casts a glance about the room to see if any have wet feet or clothing. If there are any such, they are told to take their places at the register until dry and warm. The music exercise which follows is apparently enjoyed by all, and ends with the singing of one or two little songs already learned. At the close of the singing the teacher calls upon one pupil to distribute the sponges, which have been washed the night before, and upon another to pass the pencils, while the recipients of these favors are delighted to give in return, a hearty"Thank you."
The first order given is "Prepare to take slates," and at the stroke of the bell, slates hurry out and all wait for the next movement,-wash slates,-which is done to the accompaniment of a little song. The teacher now takes the crayon and writes a copy on the board, slowly and carefully that the children may see each stroke. The pu- pils are now required to take their pencils and make the letters in the air. When this can be nicely done, the order to write is given. During this exercise the teacher passes around the room encouraging one and assisting another, requiring all to make some attempt at writing. After the
144
ANNUAL REPORT.
slates have been examined and marked, the teacher steps in front of the desks and all repeat in concert a short poem. The pupils then being called upon to rise, windows are lowered and a short exercise in calisthenics is taken, followed by a brisk march around the room.
Seats resumed and windows closed, four or five of the most difficult words in their reading lesson are put on the board for the first division to write ten times. After the words are written the children sound, pronounce and spell them. A short, easy sentence is also placed upon the board for the second and third divisions to copy, then the fourth division takes its place for a reading lesson. The first work with this class is to awaken the perceptive faculties and power of expression by presenting familiar objects and allowing the children to handle them and talk about them. Cards, with pictures of objects in common use, or any little toy or picture-book a child has slyly brought to show to some mate, are fruitful subjects. Short, easy stories are read or told by the teacher and dis- cussed by the pupils. Some simple picture, as a hat or book, flag or rake, is hastily sketched on the blackboard, and the pupils asked to name it. The name being writ- ten, pupils are asked to find the word -- flag, the picture flag, etc. Later, the children are told to close their eyes. The teacher now holds an object, as a ball, in her hand, and tells them to open their eyes and tell her what they see. " I see a ball," shout the eager children. This sen- tence being written, one is requested to read it, another to find the word " ball," another " I," another " see," etc. They examine the ball, and one says : "The ball is round:" another, " It is hard." Each new word is writ- ten on the board by itself, as well as in the sentences and the vocabulary increased each day. When seventy-five
I45
ANNUAL REPORT.
or a hundred words are well learned, the children are al- lowed to find the words on the chart and in books. An exercise all are delighted with is for the teacher to write such sentences as " Bring me the bell," " Toss the ball," " Get the book," to be done by the one who can read them first. At the close of the exercise the children fol- low the teacher to the supply shelf, and each is given a box of pegs or colored paper forms to keep the little fin- gers busy.
The slates of the first, second and third divisions are now examined; then a little exercise given by imitating the winds in a combination of hand and foot movement, accompanied by a slight hissing with the mouth. The climax is the hurricane succeeded by a perfect calm, when the children all join in a hearty laugh and are ready for work again.
The first and second divisions are now allowed to sup- ply themselves with busy work. Some take letters to make into words, others pictures to copy. Some like the tiles with holes in which to stick pegs and form geometric figures. When all are occupied the children in the third division have an exercise in phonics, read a few lessons in review as fluently as possible, study one new lesson on the chart, then look anxiously at the board and inquiringly at the teacher. If the lesson has been satisfactory they are told to go to the board where the lesson for the day is written that they may learn the printed and script form at the same time, and a few minutes are devoted to some ex- ercise which they may think play, but which has an en- tirely different object in view. For instance, the children stand back to the board. The teacher writes a word or easy sentence, and says, " Ready." All turn quickly, and the first to see what it is has the pleasure of reading it.
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ANNUAL REPORT.
Or, drawing some stairs on the board, a story is told of the little boy who took his playthings from the nursery, and going down stairs, dropped them one by one-the children reading the written names. Then it is fun for them to "pick up" the articles-each child being allowed to erase the name of the article he plays he picks up. It is now time for recess, but as the "no recess" plan is on trial, the windows are lowered, pupils are given the usual order to rise and march around the room, having several different movements, as slow, fast, hands at sides, hands on heads, etc., in single file, in double line, boys and girls alternate. At this juncture the bell rings, and the children form in squares of four, each taking his op- posite by the right hand and turning to imitate the wind- mill while singing the song. Or, standing around the room, they clasp hands and sing, "Here we stand, hand in hand, ready for our exercise," or repeat in concert some verses intended to teach the parts of the body ---
All this is my body. From my head to my toes; Made of skin, bone and muscle, As every one knows.
At the top is my head. With its covering of hair, Which we all will remember To brush with great care, etc.
giving the appropriate gestures as they proceed. The bell strikes and they march to their desks. The first boy seated begins to clap his hands to the marching step, each joining when seated, until all are clapping in time, when the bell strikes and quiet reigns once more.
The second division being a little more advanced than the third division, enjoy the black-board exercise even
147
ANNUAL REPORT.
more. A picture of a closet with shelves is of great in- terest,-names of articles being written on the shelves. Another favorite is the picture of a row of hooks to hang things upon. The children being called upon to take down, i. e. crase any word they know. If one is quicker than the rest and inclined to do all the reading after a few exercises he is told he has read so well he may take his seat and some special work given him to do. This is quite an effectual way to wake up the dull ones.
A song is now sung and the first division called upon. The new words of the lesson are written on the board, sounded, spelled and used in sentences by the children. Silent reading is of great assistance in obtaining fluency and expression. An oral spelling exercise follows.
The last exercise of the morning is the number lesson, the object being to teach the combinations of numbers under ten, and to count and write numbers. The pupils compose little problems and become quite expert at it. The signs are taught and occasionally after a child has given a problem he is told to put it on the board. Slates are now put away, busy work collected, a little song sung if there is time and the children rise for dismissal. As they have hardly become accustomed to the new regime, hands are raised here and there, the owners anxiously en- quiring if it is recess time; having been so pleasantly and busily employed, they can hardly realize dismissal as in- tended. They have had the liberty of leaving the room without asking permission, as that would frequently inter- rupt the work, and do not seem to abuse this liberty.
The afternoon exercises are of a similar character to the morning's work, with as much variety as the teacher can devise.
Reading stories forms an important feature. Encour-
148
ANNUAL REPORT.
aging the children to relate stories that have been read to them, blackboard exercises on form, color, leaves, plants, animals, etc., are other means used. A few exercises for language lessons are as follows : The teacher reads a story. Suddenly she stops and writes the word which should follow on the board. Children pronounce it. At the conclusion of the story children compose sentences containing these words.
A picture is put upon the board ; this can be done out of school hours, and made attractive with colored crayons. We will say it is a pond, with surroundings. Names of ob- jects to be found near a pond are written upon it. The children are to examine it, and then tell little stories about it, using the words written on the picture.
Another is for the children to examine some object, de- scribe it, tell its qualities and use. The sentences are written by the teacher and copied by the pupils, and at some future day reviewed. Their vocabulary can be largely increased by this means.
Drawing is substituted for numbers in the afternoon, and a weekly lesson on "Good Manners and Morals," and a talk or story on temperance, suited to the limited un- derstanding of the pupils of this grade.
149
ANNUAL REPORT ..
TABLES OF COST, ATTENDANCE, ETC., FROM 1880 to 1886.
I.
COST OF THE SCHOOLS.
Ordinary Expenses.
Alterations, Repairs and New Build'gs.
Total.
Av'ge length of year, n.o'h and day.
1880-1
$21,564*
$13,950
$35,514
8-13
1881-2
21,121*
13,657
34,778
8- 5
1882-3
23,523*
18,379
41,902
8- 2
1883-4
27,851
4,438
32,289
9
1884-5
35,1217
26,000
61,121
9- 9
1885-6
34,9177
14,844
49,761
8-12
* During the first three years the schools were under the district system and I am able to obtain no figures for the amounts spent by the various districts for incidentals, supplies, etc., which are included in the amounts for the last three years.
+ The free text book law required an extra outlay of $4,032 in 1884-5, and $3,057 in 1885-6.
II.
ATTENDANCE.
Average Member- ship.
Average Daily Attendance.
1880-1
1541
1359
1881-2
1534
I331
1882-3
1673
1550
1883-4
1745
1546
1884-5
1969
1737
1885-6
204 I
1813
Increase of 3312 per cent. in six years.
150
ANNUAL REPORT.
III.
COST OF TEACHING.
Increase.
Length of School Year Months and Days.
1880-1
$17,557
8-13
1881-2
16,677
$880*
8-5
1882-3
18,723
2,046
8-2
1883-4
20,440
1,717
9
1884-5
21,162
722
9-6
1 885-6
22,462
1.300
8-12
* Decrease.
(Obtained by shortening school year eight days).
IV.
COST OF TEACHING PER PUPIL.
Based on Average Membership.
-
Based on Average Daily Attendance.
1880-I
ŞII.39
12.92
1881-2
10.87
12.52
1882-3
11.19
12.07
1883-4
II.71
13.22
1884-5
10.74
12.18
1885-6
1 1.00
12.38
A decrease of 39
A decrease of 54 cts.
cents per pupil.
per pupil.
ANNUAL REPORT.
V.
TOTAL COST PER PUPIL. (Exclusive of repairs and new accommodations).
Based on Average Attendance.
Based on Average Daily Attendance.
ISSO-I
$13.99
$15.87
1881-2
13.76
15.86
1882-3
14.06
15.17
1883-4
15.96
18.01
1 884-5
17.83
20.22
1885-6
17.10
19.25
Increase, $3.21.
Increase, $3.38.
GRADUATES OF THE HIGH SCHOOLS, 1885.
EAST HIGH.
Edward E. Adams,
Linda Lathrop,
Charlie A. Matteson, Mary F. Parmenter,
Annie M. Wheaton.
NORTH HIGH.
Arthur M. Brainerd, Susie L. Gordon,
Bertha J. Franklin, Nettie A. Jones, Charles M. Lynch.
152
ANNUAL REPORT.
TABLE SHOWING NAMES, GRADES,
SCHOOLS.
GRADES.
TEACHERS.
I North,
High,
F. S. Hotaling, Bertha Peirce,
2
3 East,
66
W. C. Hobbs,. Emma E. Lord,
4
5 North Grammar,
VIII & IX, Lizzie M. Thompson, .
6
Lizzie A. Riley, .
7 East 66
8
9 Park Street,
VII,
IO
VI,
II
V,
12
66
IV
Caroline O. Pierce, .
15
16
66
I,
Cordelia P. Hallett,.
18
66
VI,
19
IV & V,
III,
Clara A. Ingraham,.
21
66
II, I,
Jennie F. Fuller, .
22
66
66
I,
VII & VIII, Mrs. Carrie L. Bass, . 1 Lena R. Brackett, 1
25
66
26
V, VI,
Lillian A. Haynes,
27
16
III, IV,
Mary G. Kelley, ..
28
66
II,
Lillian K. Williams, .
29
I,
Laura E. Amos,. .
III, II,
Lillian Underwood,
14
I,
Ruth Brettun,. .
17 Bank Street,
VII,
Mary E. Wattles,
Amelia R. Amos, . . Lena A. Thomas,
20
66
Lillian C. Albee, . Grace E. Smith, .
23
24 Falls,
Mary E. Lamb,. Ellie F. Whiting, Cora K. Copeland, . Nellie F. Alexander, .. Carrie E. Jenney, .
13 School Street,
VIII & IX, Leonora P. Beers, .6
66
*Now taught by Gertrude Dudley.
I53
ANNUAL REPORT.
TEACHERS AND ATTENDANCE.
DIFFERENT
NAMES
REGISTERED.
MALES.
FEMALES.
AVERAGE
MEMBERSHIP.
AVERAGE
ATTENDANCE.
TARDINESS.
PER CENT. OF
ATTENDANCE.
PRO RATA OF TARDINESS.
45
16
29
46.5
43.6
209
94
A
43
I4
29
40.3
34.3
285
85
8.4
66
30
36
70.4
67.4
198
96
2
59
35
24
60.8
56.7
II6
93
N
60
3I
29
47
44.
49
94
I.I
4I
17
24
30
27.8
87
92
3.2
4ī
23
18
36
33
00
92
2.4
47
29
18
42
37.2
75
88
2
5 I
29
22
36.7
31.5
66
85
2
37
18
6
39. 1
33.6
43
83
1.3
45
22
23
39
34
00
87
2.5
100
50
50
47
36.8
79
78
2.I
45
23
22
35. I
33.2
83
95
2.5
46
32
14
39
36.2
78
92
2.1
5I
18
33
44.3
38.9
I 24
88
3 2
47
30
I7
48.2
44.8,
I27
91
3
39
22
I7
43.8
38.3
I28
88
3.4
57
30
27
43.3
38.2
91
88
2.4
85
39
46
50
41.8
108
84
2.6
35
13
22
30. I
26.5
79
88
3
39
15
24
33.6
29.5
89
75
6.6
36
22
14
32.7
29.2
64
89
2.2
116
57
59
67.9
61
66
89
I
25
14
II
47
38.8
43
82
I. I
Per cent. of attendance is based on average membership. Pro rata of tardiness is based on average attendance.
154
ANNUAL REPORT.
TABLE SHOWING NAMES, GRADES,
SCHOOLS.
GRADES.
TEACHERS.
30 Sanford Street,
VII,
Hannah M. Pratt, .
31
VI,
Abbie L. Jones, ....
32
V.
Mrs. O. C. Chatterton, ..
33
IV & V,
Emma E. Woodard, . ... Sadie P. Barney, .
34
35
66
IV, III,
Alice D. Graham, Lucy C. Sweet, .
36 37
I, I, I & II,
Cora L. Maynard,. ... Sophia W. Janes, ...
Helen L. Johnson, -
Hattie E. Peirce, ... 1
41 42 Pleasant Street,
I, II & III,
Nellie A. Dwight,
43|Dodgeville,
Semi-grade
Carrie E. Cobb,
44 45 46
Hebronville,
,
Mrs. E. H. Crossman, . . Fida H. Smith,.
47 City. 48 49 Turnpike,
Ungraded,/ 66
Jennie S. Horton,
50 Adamsdale,
Theressa L. Pratt. .
51 Oldtown,
Mary G. Stroud, Clara E. Kent, .
53 Ellis,
Jennie E. Ellis, .
54 New Boston,
Annie E. Eldredge,. . .
55 Briggsville,
Mrs. Julia L. Brigham, .. Mary F. Parmenter, . ...
56|Perry,
II,
38 39 40 Farmers,
So. Main, “
I & II,
I, II & III, Lillian Wells, .
Carrie L. Perry, .
Aliee E. Whittaker,.
52 Holmes,
66
Angie F. Baker,
*Now taught by Miss M. B. Hawes.
I55
ANNUAL REPORT.
TEACHERS AND ATTENDANCE.
DIFFERENT
NAMES
REGISTERED.
MALES.
FEMALES.
AVERAGE
MEMBERSHIP.
AVERAGE
ATTENDANCE.
TARDINESS.
PER CENT. OF
ATTENDANCE.
PRO RATA OF
TARDINESS.
46
I7
29
49
46.4
IO
95
.2
62
25 nı
37
53
48
41
90
9
55 n
28
27
49
45.4
54
92
1.2
48
24
24
45.8
42.6
61
93
1.4
5I
27
24
48.5
44
48
90
1.9
57
31
26
52
47
23
90
in
65
38
27
52
44.7
69
86
1.5
I37
72
65
74
61.4
67
83
I.I
99
54
45
60
33.7
102
87
2
35
18
I7
34.8
29.9
257
87
8.5
32
18
14
17.6
14.1
83
79
a
50
23
27
33.5
30.8
100
92
3.3
93
42
5I
59 3
53.7
106
90
2
44
23
21
28
24
51
86
2.I
78
38
40
47
40
I32
85
3.3
58
38
20
37
33.5
II4
90
3.4
52
26
26
38.4
35.2
67
92
1.9
50
26
24
30.5
26.8
96
00
3.5
41
18
23
33.2
27.6
9
83
.3
43
21
22
34
30
158
88
5.2
2I
I I
IO
14
12.3
34
87
2.8
32
I5
27
23
00
85
3.6
35
I7
18
25
20
160
80
00
43
20
23
32
28
69
88
2.5
21
0
12
16.7
I4
96
85
7
157.
ANNUAL REPORT.
REPORT OF THE COMMISSIONERS OF THE SINKING FUND.
DR.
Jan 23, 1886. To amount received from Town
Treasurer, $5,200 00
CR.
Jan. 23, 1886. By amount invested on mortgage of real estate, $5,200 00
SAMUEL P. LATHROP, C. T. GUILD, Commissioners.
FRANK I. BABCOCK.
JOHN T. BATES, Treasurer.
BOARD OF REGISTRARS.
JOHN W. CODY, Chairman, term expires 1887. D. SANFORD HALL, 1886.
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