USA > Massachusetts > Bristol County > Attleboro > Reports of town officers of the town of Attleborough 1902 > Part 8
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
The last year before the publication of this guide (1901) the circulation of library books on school cards was 11,601 volumes : After publication, it rose in a single year to 17,923 volumes. The circulation of the Public Library for 1902 broke all previous records by 8,938 vol- umes ; 6,322 volumes of this increase was on school cards and 1,911 volumes of it went by the rural deliveries to remote parts of the town never served before.
Soon after the opening of the fall term arrangements were made with the Rural Free Delivery mail carriers to act as carriers. We now have a good working system of exchanges between the library and each of the seven outlying schools, and the duties of librarian, carrier, teacher, and patron are clearly defined in writing. The benefits are not limited to the 500 pupils of these schools,
202
but may be enjoyed by adult readers living near them so that now it is not only possible but fairly convenient also for any inhabitant of Attleboro, no matter in what part of the town he lives, to draw books from the Public Li- brary. Each of the seven outlying school houses is practically a library sub-station for that vicinity, and for the first time the Public Library is able to serve the whole town. So far as I know no other town in the State now equals Attleboro in this respect.
Growth of the Schools.
It must not be supposed that the erection of the Richardson School has settled for a long period the ques- tion of accommodations for elementary schools. Though no new building is required this year, one will be needed SOO11.
Table Showing Ten Years' Growth.
Pupil Annual Number of
Schools Rooms
Year. members.
gain. teachers.
built. gained.
1893,
1,204
37
1894, 1,260
56 39
Carpenter street. 2
1895, 1,368
108
42
Turner street. 2
1896,
1,567
199
44
Capron. 2
1897,
1,532
-35
49
1898,
1.607
75
52
Pleasant street. I
98-99,
1,646
39
53
Dodgeville. 2*
99-00,
1,834
188
58
Richardson. 8
00-OI,
1,869
35
60
Farmers. 2
203
OI-02,
1,934
65 66
Robinson. I
Fall 02, 2,019
85
64
Hired, Hebronville. I
2I
Total gains, 815 27
*The old building had 2 rooms in 1893.
This shows why larger accommodations for the High School are necessary. If a new building is voted, the old one will be needed at once by the elementary schools. This fact should have its influence in deciding whether to enlarge the present High School building, or build a new one at this time.
High School.
The report of the Principal printed elsewhere de- serves your careful consideration at this time. His views on the subject of a proper building should receive full weight in the discussion.
What kind of a building does a modern High School like ours need? It must be more than a shelter for the pupils. To be adapted to its especial purpose it should contain :
I. Sufficient space in school rooms to provide desks for at least 300 pupils: 179 were enrolled in the fall of 1902, and the number is rapidly increasing.
2. A sufficient number of recitation rooms.
3. An effective system of sanitaries, heating, and ventilating.
4. An assembly hall for instruction in chorus singing, in public speaking, and for puplic education- al meetings. The town owns no hall of any kind.
204
5. A room for physical instruction and develop- ment. especially for the girls.
6. A room properly lighted and furnished for instruction in drawing, both mechanical and free- hand.
7. A room in the basement for serving whole- some lunches.
8. A room centrally located for the library, which now exceeds 500 volumes, and is yearly in- creasing.
9. A principal's office also centrally located, and a teachers' room with toilet.
IO. A room with special equipment for instruc- tion in commercial subjects, with a separate though adjoining room for typewriter practice.
II. A laboratory for instruction in physics.
12. A laboratory for instruction in chemistry.
I3. A science lecture room for recitations in these and other sciences which require the use of ap- paratus.
14. Necessary store rooms.
Such an addition to the present structure as the pres- ent lot will hold, must be built without providing 4, 5, and 6, and can make only inconvenient provisions for 3, 7, 8, and 9.
Books and Supplies.
Dirty and torn books have the same demoralizing moral effect as dirty and torn clothes. and should not be tolerated in our schools. We spend each year about $1.50 a pupil for books and supplies together. This is a
205
very small amount, and because of the large quantities we have had to buy to meet the growth of the schools, many worn out books have not been replaced soon enough. We try to make a book last as long as possible, (1) by keeping it clean, and (2) by repairing it instantly if it becomes loose in the binding or torn. To secure the former end we not only put a tough paper cover on each book, but we furnish each school room with the soap, water, and towels, and insist on pupils using the lava- tories when their hands become soiled.
Gifts to the Schools.
As usual, the Trustees of the Richardson School Fund lead in the value of their gifts, which include most of the salary of the drawing teacher ; reference books to the li- brary, Grammar and High Schools; and specimens of ap- plied art for use in teaching design.
One hundred and thirty dollars worth of framed pic- tures and plaster casts of famous sculptures were contributed by the following citizens : E. A. Sweeney, J. A. Bigney, Chas. P. Keeler, A. W. Sturdy, Harold E. Sweet, Mrs. J. M. Fisher, Ray- mond M. Horton, George St. John Sheffield, Fred A. Newell, Miss Elizabeth Wilmarth, Miss Ioline Bacon, Miss Lizzie Day, W. H. Lamb, Louis J. Lamb, P. J. Cummings, A. R. Crosby, Rev. John O'Connell, Herbert C. Bliss, an anonymous friend, the Class of 1902, Sanford Street School, and the pupils of the Robinson and South Attleboro schools.
206
The proceeds of the art exhibit mentioned in the Drawing Teacher's report amounted to $263.85, and this also was spent in framed pictures for the schools.
The Ladies' Afternoon Whist Club gave $66.24 for the purpose of starting the work in manual training de- scribed elsewhere in this report.
The proceeds of Dr. Edward F. Bigelow's lectures amounting to $16.00 were spent on aquaria for the San- ford Street School.
These acts of generosity and others named in the principals' reports, which show how strong a hold the public schools have on our people, both deserve and re- ceive the gratitude of the school officials. The money value of these contributions is approximately $1,225.00.
Nature Study.
Dr. Edward F. Bigelow gave nature study here a great impetus by a week's visit last spring. He is a naturalist rather than a scientist ; that is, his operations are in the fields rather than in the laboratory. It was worth a good deal to get a glimpse of the way in which a naturalist studies nature, and he has left many imi- tators of his methods among our pupils and teachers. We have no time for the formal study of natural science in our elementary schools, but we can study nature after Dr. Bigelow's plan with ease and profit.
Principals and Special Teachers.
Every honest superintendent must credit the excel- lence of his schools largely to the character of the teach- ers he is able to secure and the kind of co-operation they give him.
207
It is their skill, enthusiasm, and resourcefulness that make the schools prosper. We are particularly fortunate in the personnel of our special teachers and ,principals, and their reports deserve a careful reading. It is common knowledge that the High School was never so prosperous. Though we lost strong principals at Sanford Street and Richardson Schools, able successors were secured who fully met the requirements. The drawing is growing in practical character, the designing is improving, and finished products in good design are exhibited as models at the lessons. At the Teachers' Institute, last October, Mr. Bailey, the State Supervisor of Drawing, commented on the progress in tre Attleboro schools within his own recollection. The music has re- ceived a great impetus in all the grades ; the chorus work at the High School is inspiring. The physical culture is taught rationally and enthusiastically, with a large ele- ment of spontaneity and play.
REPORT OF THE PRINCIPAL OF THE HIGH SCHOOL.
Mr. William P. Kelly, Superintendent of Schools :
In presenting. my fourth annual report, I wish to call attention to the steady growth in the High School en- rollment, and to the pressing demand for larger and more convenient accommodations.
As was predicted by the Superintendent in his re- port of last year, the entering class in September last numbered over seventy. The average membership for the fall term was one hundred and sixty-nine: for the corresponding period last year it was one hundred and forty-one.
208
It may be noted here that between September, 1901, and September, 1902, fewer students withdrew from the school than during the preceding year, which is another and very hopeful indication of growth; for the small size of our High School has been due not so much to small entering classes as to the constant dropping out of the classes after one or two year's work. A conservative estimate fixes the next year's enrollment as nearly, if not quite, two hundred pupils. As we seem to have reach- ed the utmost capacity of our present building, the con- clusion to be drawn is obvious.
Slight changes in the course of study are necessary; notably, the giving of more time to stenography and typewriting, and the addition of courses in German. This latter need has long been apparent but now be- comes urgent. Many pupils desire to elect both French and German ; others prefer to do work in German rather than in French. The constantly increasing de- mands of the colleges urge us to offer our pupils both these languages, while for admission to the Massachu- chetts Institute of Technology in 1903, and thereafter, candidates will be required to present both French and German.
Then too, the work in our English Department is already too much for one teacher and steps should be taken to remedy this condition of affairs next year.
The changes suggested above show that another teacher should be added to the present force and the question is immediately asked, "Where can another teacher and class be accommodated?" This question
209
cannot be satisfactorily answered at this time, but the facts remain unchanged.
The constant growth of the school, the additions to the course of study, the increase in the teaching force, the great need of improved laboratory facilities, argue immediate need of new or enlarged quarters. The only satisfactory course is the erection of a commodious and well equipped building to accommodate eventually, say, three to four hundred pupils. This will house the High School pupils, making due allowance for the growth of the town, for many years.
Any attempt to add to the present structure will be but a temporary measure, will involve considerable ex- pense, and will always be unsatisfactory. Much time and thought have been already expended on plans for en- largement, but no amount of planning seems able to meet the needs and overcome the obstacles. The build- ing was not designed to form part of a larger structure, and one is constantly brought face to face with difficul- ties of getting classes from one room to another without passing through rooms already occupied, with lack of coat and toilet rooms, and a score of other things. Per- haps the greatest disadvantage to be met is the lack of a general assembly room. This is a most serious defect, as, for many reasons, it is wise to have a school all to- gether once a day. It also practically means either the giving up of music or carrying on such work at great dis- advantage.
More time has been given to music and drawing this year than last, the good results of such a change be- ing already apparent. In music especially good work
210
has been done. Under the very efficient and enthusias- tic leadership and instruction of Mr. John Laing Gibb, the school is making rapid and commendable progress in singing.
Grateful acknowledgement is here made of the fol- lowing gifts which have been received during the year :
Framed photograph of the National Capitol from Mr. Albert W. Sturdy :
Framed photograph. "Automedon with the Horses of Achilles," from the proceeds of the art ex- hibit :
Cast of the "Winged Victory" from Mr. James A. Bigney :
Collection of polished agates and other minerals from Major Everett S. Horton ;
Set of books from Mr. Charles E. Bliss :
Compound microscope and books on microscopy from the Odd Fellows :
Reference books and dictionary from the Rich- ardson School Fund;
Historical chart of Italy from Mr. J. L. Sweet and Mr. Louis J. Lamb.
Permit me in closing to express my appreciation of the support which you and the members of the commit- tee have always given me.
Respectfully,
WILBUR D. GILPATRIC.
211
REPORT OF THE PRINCIPAL OF THE SAN- FORD STREET SCHOOL.
To the Superintendent of Schools :
As principal of the Sanford Street School my policy is largely shaped by the consideration of two important principles : first, the school exists for the child : second, the child's character is of vastly more importance than any amount of information he may acquire.
Whatever changes may be made in the studies, to whatever grade a pupil may be assigned, to whatever discipline he may be subjected, my action is influenced by this first consideration, the good of the child.
Fully as important as the first, however, is the sec- ond principle. Unless a school can send out its boys and girls, honest, trustworthy, respectful, self-respect- ing, and self-controlling. I consider it a failure, notwith- standing the amount of valuable information it may have packed into the minds of its scholars. As principal, I shall try to bring the Sanford Street School up to this high standard, and I know I have the hearty co-operation and support of the teachers.
In view of the fact that some of our rooms are al- ready overcrowded, and that others are likely to become so in the near future, I wish to state that in such over- crowding, in my opinion, lies a serious obstacle to the moral growth of the school. It is impossible for the teacher to exert the influence that she should upon each pupil, to give to him a proper amount of time and atten- tion, and to have the intimate knowledge of his character and home influences necessary that she may be most
212
helpful. when the number of pupils in a room rises above forty. It seems as if the massing of pupils of the Gram- mar school age had a demoralizing effect upon them. A prominent educator has said that the difference between forty-five and fifty-six pupils in a room, is enormous. I believe the results in our schools would be much more satisfactory if the number of scholars in a room could be limited to forty-five.
I wish that some measures might be taken to pro- vide for the examination of the children's eyes. Teach- ers often find those who have defective vision, when the pupils and their parents are ignorant of the fact. In one school that I know of a pupil was found totally blind in one eye. yet he was not aware of it. Such extreme cases are rare : but I have no doubt many children can be found in our schools who are suffering, unconsciously. from near-sightedness or astigmatism. The examina- tion could be made by the principal, and the parents of those who are not normal advised to consult a specialist. I believe the good that would be accomplished by pro- viding for this examination would overwhelmingly offset the small expense it would incur.
I wish to thank the Superintendent for his kindness in acquainting me with my duties at the beginning of the year. and the teachers for their co-operation and support in whatever measures I have undertaken for the good of the school.
Respectfully submitted.
L. A. FALES.
213
REPORT OF THE PRINCIPAL OF THE RICHARDSON SCHOOL.
Mr. William P. Kelly, Superintendent of Schools :
At the very beginning of my work in Attleboro, it was my good fortune to reap what others had sown. I found a building complete in its appointments, a school carefully organized, and a corps of teachers alive to the needs of the pupils whose characters they are striving to mould.
One of the most difficult problems confronting me is how to maintain the regular and punctual attendance of pupils registered. In other words, it seems hard to im- press parents with the privileges so generously given them and the responsibility which they owe the commun. ity in return. Continued efforts in this direction have failed to produce desired results. During the past three months, our teachers have made about one hundred calls at the homes of their pupils. This effort has been made with the hope of gaining the sympathy and co-operation of parents who must combine efforts with the teacher, if the best results are to be obtained.
While efforts have been made to raise the standard of work in the various branches, special effort has been made to give the children better command of the mother- tongue. It seems to me that one of the first aims of the elementary school should be to give its scholars the abil- ity to use English readily and correctly. As a means to this end, as well as to create a taste for good reading during the impressionable years, we have tried to inter- est the children in magazines, to encourage their reading
T 14
214
much good material, and to place in their hands while with us gems of literature.
During the past year and a half. a number of beauti- ful pictures have been hung upon the walls of Richard- son School. It is our plan in the near future to add largely to this collection.
That the committee planned wisely when they erect- ed so large and commodious a structure as our present one, is proven by the fact that already the building is practically filled and that two rooms have had to be re- lieved.
Of the eleven teachers, five are new to Richardson School this year. while four of us are strangers in town. The best interests of the school demand that our efficient teachers be retained.
I appreciate keenly the cordial attitude of our Superintendent. and his sympathy which I have had at all times : also the interest of the committee, and the faithful endeavors of the teachers associated with me.
Respectfully.
MARY H. MCARDLE.
REPORT OF THE SUPERVISOR OF MUSIC.
Mr. William P. Kelly, Superintendent of Schools :
In presenting this my first report I wish to give a short outline of the work attempted in music in our schools.
When a pupil enters school for the first time he brings with him the atmosphere of the home. To sup- ply the deficiencies of the pupil who is unused to song
215
and who cannot sing, I have introduced a new song book into every first grade. These songs are so arranged that the pupil is led step by step from one tone to an- other until the whole scale is learned, a knowledge of which is the foundation of all musical education.
From this grade onward, our efforts are directed toward securing purity of tone, clean articulation, sweet and cheerful singing, and enough of the rudiments of inusic are taught each year to enable the pupil to read with intelligence easy exercises and songs in all the different keys.
Two part music is introduced in the fourth grade. The voices of the pupils at this age being so much alike in quality and pitch, the only classification that is here made is one of the ability of the individual pupil to think music, and the best thinkers are advised to sing the sec- ond part.
In the fifth year chromatics, or tones foreign to the key, are studied in the order of their difficulties, and more complicated rhythm taken up.
When the pupil enters the sixth grade his voice is tested and he is assigned to the part best suited to him. The increased interest and respect, which the boys and girls in this and higher grades show towards their study of the music, shows that the influence of harmony, which is so complete in three part music, is gradually making itself felt. When we add to the harmony an ideal tone, there results such beautiful singing, that the most critical musician couud not but admire and praise. Often as I listen to this three part music I am reminded of the words of Browning,
216
"Consider it well: each tone of our scale in itself is naught
"It is every where in the world-loud, soft, and all is said.
' "Give it to me to use! I mix it with two in my thought "And there! Ye have heard and seen, consider and bow the head !"
In the seventh grade many of the songs are classic, popular, and delightfully interesting. They contain more advanced work in chromatics, major and minor keys, and nearly all the time difficulties found in vocal music.
In the eighth and ninth grades four part music is made possible by the changing of many of the boys' voices. Here again a new classification of the voices is necessary, and an effort is made to place each boy and girl in the part to which the voice seems best adapted.
The work of the elementary schools shows progress. along every line. The watchword this year is good tone, clean articulation and cheerful singing. To stimu- late intelligent thinking I have given written tests to the 5th, 6th, 7th, 8th, and 9th grade pupils. These awaken- ed unwonted interest in acquiring the technical knowl- edge sufficient to enable them to become intelligent read- ers.
Selections from Handel, Meddelssohn and Gounod have been studied by the High School Chorus, and the interest there shown in music of this character speaks well for the musical future of Attleboro. We are study- ing at present, "Ruth," a cantata by A. R. Gaul, which · promises to be a great value in developing high musical
217
taste. We hope to give a public performance of this work in the near future.
The value of music in education is becoming more and more understood and appreciated by leading edu- cators. The fact that Harvard College has put music on the same basis as Latin and Greek is significant, and her example will be followed by other colleges. The time has come for us to graduate pupils from our High School with a more thorough knowledge of things musical. To this end it has been my plan to give short talks to the pupils on the history of music, its part in the preserva- tion of literature and its influence on the development of civilization, and to make the class familiar with the names and some of the music of the great masters.
I recommend that an organ small enough to be car- ried from one room to another be placed in each of the primary buildings. It would greatly assist me in my work in developing a good quality of tone, and in helping the children who are monotone singers. A monotone is a pupil who can sing only one tone, no matter what the tune may be. There are at present 100 monotone sing- ·ers in our schools. To each one I have given some per- :sonal attention and, with the exception of a few whose voices have been ruined by shouting and screaming, I am encouraged to say that they can learn to sing.
In closing let me urge parents to encourage their children to sing, so that they may enjoy more fully the blessings of song, and may develop a love for the beau- tiful art of music, God's best gift to humanity.
Respectfully yours,
JOHN LAING GIBB.
218
REPORT OF THE SUPERVISOR OF DRAWING.
Mr. William P. Kelly, Superintendent of Schools :
Five general lines of work are carried on in each of the elementary grades and in the High School :-
Nature drawing, which includes all drawing from plant life, animals, or persons ;
Color, which includes the study of the spectrum colors, their variations of tints, shades and hues, and how to combine these to form color harmonies ;
Structural drawing, which includes the study of geo- metric figures and solids, designing and making of simple cbjects based on these, and working drawings ;
Pictorial drawing, or the representation of the ap- pearance of objects, including in the higher grades the study of a few principles of perspective, and
Decorative drawing or applied design, in which the aim is not only to make ornament that is pleasing in itself, but that is adapted to the place where it is applied.
Each of these five lines of work is emphasized in turn during the school year, but there is no absolute line
of division. Design is applied in the structural work, color is used in design, nature drawing frequently pro- vides ideas for applied design, etc. The work is varied by use of different mediums, water colors, crayon, ink wash, pencil, paper cutting, and blackboard drawing.
One important event this year is the increase in the School Museum of Arts and Crafts made possible by an appropriation of one hundred dollars from the Richard- son School Fund. Previous to this year the museum has consisted of the loan collection of Tiffany glass ; now
219
considerable pottery and a few metal pieces have been added, some woven design, and Oriental prints and hand embroideries. These are valuable for illustration in four out of the five lines of work just named.
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.