USA > Massachusetts > Worcester County > Douglas > Town Annual Report of the Officers of the Town of Douglas, for the year ending 1922 > Part 3
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I recommend that next fall the eighth grade there be trans- ported to the high school building, where there is a teacher for each of the grades. The change would not only relieve crowded conditions at the Douglas Center school, but would be beneficial to the pupils of the eighth grade themselves, as they would come into competition with larger numbers of pupils, which would result in greater enthusiasm and effort.
I desire to express my thanks to the members of the school committee, the teachers and to all who have contributed in any way towards the improvement of the schools.
C. L. JUDKINS,
Superintendent of Schools.
February 16, 1923.
10
STATISTICAL STATEMENT.
Assessed valuation, April 1, 1922 $1,557,444
Population, census of 1920 2,181
No. persons in town between 5 and 16 years of age, April 1, 1922-boys 314, girls 288 602
No. persons between 5 and 7 years of age-boys 45, girls 55
100
No. persons between 7 and 14 years of age-boys 217, girls 198 415
No. persons between 14 and 16 years of age-boys 52, girls 35 87
Illiterate minors, 9 to 21 years of age-males 10, fe- males 11 21
Total enrollment in all the public schools during school year ending June 23, 1922 548
Average membership for school year
484
Average attendance for school year 451
Per cent. of attendance
93
No. school buildings in use
6
No. teachers required by the public schools.
16
No. special teachers
2
No. teachers graduated from normal school.
7
No. weeks high school was in session.
40
No. weeks grades were in session. 38
No. pupils graduated from high school. 5
No. pupils graduated from grammar school 24
2
No. teachers graduated from college
Attendance for School Year Ending June 23, 1922.
TEACHERS
SCHOOL
Enrolment
Under 5 years
Between 5-7 years
Between 7-14 years
Between 14-16 years
Over 16 years
Av. Membership
Average Attendance
Per cent. of Attend.
No. Tardinesses
No. Dismissals
C. W. Holmes. .
High.
21
()
0
2
10
19
29.68
27.70
93.33
75
8
Marguerite Armstrong .. (
Frances Compton.
Hazel E. Hill.
E. Douglas 8. ..
24
0
0
10
14
0
21.52
20.13
93.93
35|
17
Blanche M. Gray.
1
66
7 ...
41
0
23
16
2
36.73
33.65
91.44
19
6
Alice L. Fairfield ..
S
6
44
0)
41
3
0
41.91
40.16
95.84
28|
13
Lucy F. Orcutt
.. .
51
0
46
5
0 49.39
46.90
95.07
48
14
Esther II. Glidden.
47
0)
0
40
5
1
43.54
41.52
95.52
29
27
May C. Buxton.
54
1
()
51 56
48.52
94.19
47
9
Etta H. Johnson
66
1 a ..
1 b ....
0
10
19
0
0 26.42
25.15
94.17
17
1
Gertrude M. Smith
Douglas Center 4-8
-18
0
0
34
1
2
34 52
31.73
91.93
20
10
Edith I. Anderson
.
1
W. Douglas, Mixed
17
C
0
15
0
0
13.89
12.18
87.70
13
1
Winifred Sellers
South 4
Mixed
15
0)
=
11
()
12.14
10.46
86.58
69
14
Totals
0
3-4 402
61
24
483.80
451.
93.22
452 126
...
. .
. .
0
18
24
0)
0)
44.36
40.87
92.76
27
0)
Mae E. Ryan.
6.
1-3
35
0
6
24
0
0)
27.35
23.88
86.67
14
0
Edith F. Fairfield.
.
. 1
2
()
60
0
50.79
48.15
94.81
11
6
Mollie IJ. Kelley
Roberta Westenberg .
4
. ..
29
Eunice L. Buffington.
Maude A. Styles. .
11
12
Rank of the Schools in Attendance and Punctuality
for Year ending June 23, 1922.
Rank
ATTENDANCE
Per Cent. of Attendance
Rank
PUNCTUALITY
Per Cent. of Tardiness
1
East Douglas, 6
95.84
1
East Douglas, 2
.06
2
60
66
4
95.52
2
66
7
.14
3
66
5
95.07
3
Douglas Center, 1-3 66
66
4-8
.16
5
66
1-b
94.17
6
66
4
.18
8
High
93.33
8
66
6
.19
9
East Douglas, 1-a
92.76
9
3
.25
10
Douglas Center, 4-8
91.93
10
East Douglas,
5
.27
11
East Douglas, 7
91.44
11
W. Douglas, mixed
.27
12
W. Douglas, mixed
87.70
12
East Douglas, 8
.44
13
Douglas Center, 1-3
86.67
13
High
.53
14
So. Douglas, mixed
86.58
14
So. Douglas, mixed
1.67
Average,
93.22
Average,
.33
Average for State
93.00
.14
4
66
2
94.81
4
East Douglas,
1-a
.17
7
66
8
93.93
7
1-b
.17
6
3
94.19
5
NOTE-No record of tardiness is kept by the state. A higher tardiness than 1%, however, is regarded as unsatisfactory.
LIST OF TEACHERS, JANUARY 1923.
NAME
SCHOOL
HOME ADDRESS
GRADUATE OF
When appointed in town
C. W. Holmes
High
East Douglas
Brown University
1918
Hortense Cavis
Bristol, N. H. Hingham W. Boylston
N. H. State College
1922
Rosalynde Hammons Maude A. Styles
East Douglas, 8
7
Ashland, Me.
Presque Isle Normal
1922
Eunice L. Buffington Lucy F. Orcutt
Ashland, Me.
Presque Isle Normal
1921
Esther H. Lange
4
Coopers Mills, Me.
Gorham, Me. Normal
1921
May C. Buxton
3
Douglas
Worcester
1916
Etta H. Johnson
East Douglas
Douglas High
1889
Mollie H. Kelley
1-a
1-b
Wheelock Training School
1916
Daisy E. Sweet Gertrude M. Smith Edith A. Dixson
Douglas Cent. 5-8
Douglas
Middlebury, Vt. High
1900
Douglas
Worcester Normal
1918
Ella Farrington
Canton
Framingham Normal
1922
Ida G. Jacobs
Concord
Fitchburg Normal
1922
Helen L. Murphy
East Douglas
N. E. Conservatory Music
1922
Ann J. Maguire
Drawing
3 D St., Worcester
Worcester Art Museum
1922
* Attended without having been graduated.
13
6
Douglas High
1890
East Douglas
Tufts College
1922
Keene, N. H. Normal
1921
Helen M. Bartlett
5
2
1908
S. Douglas, mixed W. Douglas, mixed Music
1-4
14
Report of High School Principal.
To the Superintendent of Schools:
Herewith is submitted my fifth annual report of the Douglas High School.
The present school year is one of marked progress for the high school. The enrollment is probably the highest in the history of the school since it became a four-year high school. In all, 44 have been registered and the present membership is 41. These are dis- tributed as follows :
Boys
Girls
By school year :
First year
8
15
Second year
5
3
Third year
3
4
Fourth year
. . .
0
3
16
25
By courses :-
Boys
Girls
Total
English (Three classes, 3d and 4th years combined )
16
25
41
Latin (First year only)
2
6
8
Algebra (First year only)
4
11
15
Biology (First year)
8
15
23
Biology (Third year)
3
4
7
Geometry (Second year)
4
1
5
French (Second and third years combined) .
8
5
13
Bookkeeping (First year)
3
4
7
Bookkeeping (2d, 3d and 4th years)
1
8
9
Ancient History (1st and 2d)
9
3
12
General History (4th year) .
0
3
3
American History and Civics (3d and 4th) ..
3
7
10
Domestic Science (First year) .
0
10
10
Typewriting (from all classes)
6
16
22
67
118
185
15
From the table showing the distribution of pupils by school year, the holding power of the school may be questioned when it is seen that more than half the enrollment is in the first year, and that there are only three Seniors. But the present graduating class was a very small class when it entered in 1919. A more favorable showing is the fact that in the third year there is only one less than in the second, and there is a fair prospect of seven graduates next year.
As to the courses taken, add the numbers after the subjects named, except typewriting, and we have just four times the mem- bership, less one. This means that every pupil except one carries four subjects. The one pupil excepted made a brave attempt at Latin but was allowed to drop it recently because of the poor prog- ress made.
The case of this pupil presents one of the difficult problems of high school management. There are daily recitations in each of the four subjects named above, and besides, music comes once a week for all, drawing for the two lower classes once a week, and there is a ten minute period of physical training daily for all. This proves too much of a load for some to carry, and it is not necessary for one to carry it all in the first year to meet the requirements for graduation. The number of points required for graduation is at least 72. Three major subjects give 15, music and drawing together make one, and so if one is allowed to drop a subject which proves too much for him he can still make 16 points the first year. After that one should carry four major subjects each year, counting 15 points each. This would make 76 points in all.
I think that after the first year no one should be allowed to drop a subject once begun, but there are many reasons for allowing one change, at least, in the first year. The first year is the hardest. Almost all in the entering class have the greatest difficulty in mak- ing up their minds what to take, and very few are at all compe- tent to exercise any judgment in the matter. Upon entering, the main question with most boys and girls as to the choice of a sub- ject is, "Is it hard?" Very few in the first year have anything but the vaguest ideas of what they want to prepare for, while it is of the utmost importance how they begin their high school career. For a beginner, therefore, the question must be settled mainly by the teachers in co-operation with the parents. One of the most important functions of the high school is first to ascertain the men- tal powers and aptitudes of the pupil. When the pupil enters high school the teachers may not even know him by sight. Then
16
how can everything about his high school courses be determined until the teachers do know him, since it is the teacher who is expected to develop his mental powers? In the face of all these difficulties, therefore, as to the choice of subjects, college and State authorities agree that there should be some degree of flexibility in the first year, at least until the pupil's aptitudes are better ascer- tained. They agree also that in many cases the question of what a pupil should take or what he should continue is not a matter to be decided easily or by any definite rule. It is a matter of months in some cases, and of constant care and watchfulness on the part of the teacher and the principal. Let there be a margin, therefore, of one subject in the first year; that is, if it is found a pupil has made a mistake, or the teacher or parent has made a mistake as to the choice of a certain subject, say Latin or Algebra, a change should be allowed in that one subject if the teacher is convinced that the pupil could get something worth while out of another sub- ject for the remainder of the year. If no such substitution is pos- sible, such a pupil will still win at least 16 points the first year, will have a chance to do better work, and thereafter will be expected to take four major subjects each year. This plan allows only one change, then, during the whole four years, and that one in the first year, before the teachers have become well acquainted with the pupil and before the pupil is in any way qualified to make an intelligent choice of courses.
There are two or three other Freshmen in the school who pre- sent the same problem. The above solution of the problem is in accordance with the best light on the subject I have been able to obtain, at summer school and in the most helpful pamphlets we get regularly from the State Board. I respectfully submit the question to you and the Committee for decision.
The question may arise, is too much attention given to college preparatory work at the expense of the majority who care nothing for this? Not at all. No broader or better general preparation for life could be found than the prescribed college preparatory English or history or science courses. All pupils should join in these courses, regardless of the outlook beyond high school. As for for- eign languages and mathematics, for the pupil entering high school, the main question is this: "Do you know that you will not go to college? Do you want to destroy all chances at the start for pre- paring for college?" After carefully thinking this over nearly every boy or girl will take one or both of these subjects. As for mathematics, so great a part of the world's work depends upon this science, nearly every pupil should try it. Many have not the
17
capacity for it, and on the other hand many entering high school with the greatest prejudice against the subject, have been led by the teacher into keen appreciation of this wonderful field of knowl- edge, and to the pleasing discovery of mental powers hitherto undreamed.
Of the 41 pupils now enrolled, six intend to go to college and six more to normal school. This justifies considerable attention to college preparatory work. Thanks to slightly higher salaries offered, a decidedly higher type of instruction now prevails, and for the first time in five years it is now possible for a boy or girl wishing to go to college to receive the necessary help in all the subjects required.
With the increasing numbers in the high school, the need of another room becomes more and more urgent. It is obvious that three teachers cannot do their best with only two school-rooms. It is a simple mathematical deduction to make that with two-thirds of the room needed to work in, only two-thirds of the teaching effi- ciency of the three teachers is possible. A third room, intended for a small office, six by nine feet, with no blackboards, only very poorly accommodates two or three of the smallest classes, but this is offset by the fact that one of the main high school rooms is used two hours and twenty minutes per week for grade work in domestic science. The three typewriters are forced into the corridors, where a good deal of the time it is too cold to use them.
Two of the greatest needs of the town have recently been met by the building of the new schoolhouse at Douglas Center and the new town hall. The next greatest need is a high school building. If a separate high school building is a vision of the distant future, at least another room should be provided, or hopes raised by a bet- ter grade of high school teaching will be thwarted by mere lack of space in which to do the teaching.
Respectfully submitted,
C. W. HOLMES, Principal.
February 5, 1923.
18
DOUGLAS HIGH SCHOOL
Graduation Exercises.
CLASS OF 1922.
PROGRAM
March, Mrs. Florence R. Libby Chorus Song-The Forest Dance, Salutatory-Books Worth Reading Twice, Myra Helen Jillson Essay-Our National Parks, Mary Agnes Joy Piano Selection, Margaret Brown George Chester McCartney Otto William Martinsen
Essay-Petroleum, Essay-Aviation,
Song-Forget-Me-Not,
Presentation of Class Gift,
Acceptance for the School, Valedictory-Journalism, Presentation of Diplomas, Class Song,
Chorus Ruth White, Class President Dorothy Dudley Ruth White
Supt. Clarence L. Judkins Chorus
CLASS ROLL
Myra Helen Jillson Mary Agnes Joy
Otto William Martinsen George Chester McCartney Ruth White
19
Report of Supervisor of Music.
-
Mr. C. L. Judkins, Superintendent of Schools,
MY DEAR MR. JUDKINS :
Music is now generally recognized as a universal human need and no longer a luxury for the few. The need for the service of more and better music can be met only through the schools. Music has proven itself worthy to be classed as a major subject, co-ordi- nate with reading, writing and arithmetic, and must no longer be considered an adjunct unrelated to the educational process. There- fore, as Supervisor of Music, I urge that as much time as possible be devoted to music in the daily school program.
In submitting my first annual report as Supervisor of Music in the schools of Douglas, I wish to state that it has been a pleasure to work with the teachers and pupils.
In Grades One and Two the work consists chiefly of rote songs and I have endeavored to encourage a light head tone in the sing- ing of them. The pupils of the First Grade have mastered the first five tones of the scale and so have attempted simple staff dictation.
In Grade Two the tones of the entire scale have been mastered and staff dictation continued.
The pupils of Grades Three and Four work faithfully and are very successful in sight singing.
In Grade Five two-part singing is carried on. Time problems, the names of the keys and technical terms receive attention.
20
The Sixth Grade is very successfully rendering three-part music. We are striving to pay much attention to the expression and artistic interpretation of the songs.
Three-part singing is continued in the Seventh and Eighth Grades. The bass clef has been taught in the latter grade. The instruments of the orchestra have been taught by sight and sound, and surely the Victrola is a tremendous help in this phase of the work.
The music in the High School consists chiefly of chorus singing. The High School is in need of some new chorus books and I believe that if some were purchased it would arouse the interest of the pupils greatly.
In closing, I wish to express my sincere gratitude to the will- ing and efficient teachers who have helped to make the music in the schools a success.
Respectfully submitted,
HELEN L. MURPHY,
February 14, 1923.
Supervisor of Music.
21
Report of Drawing Supervisor.
Mr. C. L. Judkins, Superintendent of Schools.
DEAR SIR :-
The following is a report of my work as drawing supervisor in the schools of Douglas and East Douglas for the past six months. During this time, an attempt has been made to keep the work varied and interesting and to fit it into the work and significance of each season. It has included drawings, design, color, lettering and construction. Its aim has been to help give pupils ideas which later might be used in original expression.
Under drawing might be classed the nature work done in the fall, the landscapes, and figures drawn by the primary grades. Design includes the various borders and all-over designs which are really simple beginnings of wall-paper and cretonne designs. The color work, done in colored crayons and water color, has been the rudiments of scientific color study. I have not spent much time on lettering because I have been told the former supervisors studied it in detail with the pupils. The work in construction has really been applied design, in which all the previous modes of work have been utilized. It includes place cards, calendars, booklets, blotters, trays and simple ways of constructing "motifs" for design.
My course of study follows to a certain extent the courses of study in Worcester and Boston.
In the primary grades I particularly emphasize representation from memory, because it requires the child to make accurate men- tal pictures before he can reproduce them. This training in men- tal picture concentration is as much needed as hand training.
22
In the grammar grades I am introducing the absolutely essen- tial principles of perspective, of decorative design, of interior dec- oration, of costume design, and of art appreciation as it may be applied to the everyday world.
In the high school I find that the series of changes of drawing teachers has resulted in a very unsettled course of study; which confusion could not, of course, result in thoroughness of training. Order and system are absolutely essential to any course of study. I have not found conditions at the high school such that they can promote either order or system.
My work-room is the best the school can give me, but I would much prefer to have my classes away from the study pupils.
In the grades, the results have been very gratifying, both from the standpoint of interest shown by the pupils and the work that has been accomplished.
I should like to take this opportunity to express my appre- ciation of the kindly interest and co-operation of my superintend- ent, principal and teachers, which has helped to raise the quality of the work.
Respectfully submitted,
February 24, 1923.
ANN J. MAGUIRE.
23
4
Report of Instructor in Sewing.
Summer of 1922.
Mr. C. L. Judkins, Supt. of Schools,
DEAR SIR :-
The summer sewing class was held as in previous years, with a membership of 30.
Articles were made which included the simple stitches, stock- ings darned, etc.
The older pupils, ages 10 and 11, made dresses, bungalow aprons, night-dresses, etc. Our exhibition was held in the school- room of grade II, September 14th, at 3 P. M.
I wish to thank the parents for their hearty co-operation.
Respectfully submitted,
ETTA H. JOHNSON,
Supervisor of Sewing.
September 18, 1922.
24
Report of School Physician.
Mr. C. L. Judkins. Supt. of Schools,
DEAR SIR:
Following is the report of medical inspection of school child- ren for year 1922.
Pupils examined 491
Enlarged tonsils .
79
Defective teeth
33
Adenoids
17
Vaccinated
42
Respectfully submitted,
JOHN J. QUINN, School Physician.
March 7, 1923.
25
Report of the School Nurse.
Mr. C. L. Judkins, Superintendent of Schools :-
As School Nurse, I assisted the physician in vaccinating the children in the first and second grades.
Visits to schools, 38. Gave first-aid treatment when required.
At the beginning of the school year examined all heads for pediculi in Douglas and East Douglas schools.
The pupils were weighed under the direction of the Parent- Teacher Association.
Thanks are due the Red Cross for supplies for the emergency closets.
Respectfully submitted,
CHARLOTTE RITCHIE.
February 16, 1923.
26
RESULTS OF THE TESTS FOR VISION AND HEARING.
Number of pupils tested
520
Number found defective in eyesight 50
Number found defective in hearing 8
Number parents or guardians notified 49
ATTENDANCE OFFICER'S REPORT.
Number of cases investigated
80
Number absent on account of sickness.
35
Number absent on account of truancy
4
Number absent for other causes
32
Number absent returned to school
5
THOMAS P. RITCHIE,
Attendance Officer.
January 1923.
EMPLOYMENT AND EDUCATIONAL CERTIFICATES.
Issued January 1, 1922, to January 1, 1923.
Number persons issued Certificates
Number Certificates issued
Educational (literate) 34
Educational (literate) 35
Educational (illiterate) 2
Educational (illiterate) 2
Employment 22
Employment 25
Summer vacation 1
Summer vacation
1
Special home permits 2
Special home permits 2
Total
61
Total 65
Mr. C. W. Holmes has been appointed by the Superintendent of Schools to issue certificates, and these may be obtained by those entitled to them by making application to Mr. Holmes.
MEMBERS OF TEACHERS' RETIREMENT ASSOCIATION.
C. W. Holmes, Edith L. Dixson, Maude A. Styles, Lucy F. Orcutt, Esther H. Lange, Hortense Cavis, Rosalynde Hammons, Daisy E. Sweet, Ida Z. Jacobs, Ella Farrington, Helen M. Bartlett.
27
SCHOOL BANNERS.
The School banner awarded for excellence in attendance and punctuality each month has been won for the past year as follows:
Per Cent Attendance
Number Tardinesses
January, East Douglas, 6.
97.73
10
February,
6.
95.47
2
March, 66
66
2.
95.70
2
April, 66
66
5.
97.59
3
May,
66
5.
98.30
3
June,
66
66
6
99.87
0
September,
66
6.
98.92
1
October, 66
60
6
98.67
0
November,
66
6
97.82
3
December,
66
6
98.11 6
HONOR ROLL.
Pupils neither absent, tardy, nor dismissed for 4 years: Harriet Conrad.
Pupils neither absent, tardy, nor dismissed for 3 years: Frank Kliseurez.
Pupils neither absent, tardy, nor dismissed for 2 years: Albert Dansereau, Esther Williamson, Mary Manyak.
Pupils neither absent, tardy, nor dismissed for 1 year: Doris Genereaux, John Virostek, Walti Wasti, Ethel Aldrich, Celina Cassista, Evangeline Dansereau, Elizabeth Neslusan, Anna Susanski, Arthur Brule, Kate Kolumba, Ernest Brule, Stephen Bombara, Aldrich Carpenter, Annie Vecchione, Jacob Kolumba, Stephen Stefanak, John Paciga.
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