USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1911 > Part 5
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Charles Johnson, Charles Johnson, H. T. Bishop, William Smith, C. E. Fuller,
High School Depot Thorndike Three Rivers Bondsville
JOHN F. SHEA,
Calendar
SCHOOL YEAR, 1912-1913.
HIGH SCHOOL.
Winter term began January 1, 1912; ended February 21, 1912. Spring term begins March 4, 1912; ends April 26, 1912. Summer term begins May 6, 1912; ends June 28, 1912. Fall term begins September 3, 1912; ends December 20, 1912. Winter term begins December 30, 1912 ; ends February 21, 1913. Spring term begins March 3, 1913; ends April 25, 1913. Summer term begins May 5, 1913 ; ends June 27, 1913. OTHER SCHOOLS.
Winter term began January 1, 1912; ended February 21, 1912. Spring term begins March 4, 1912; ends April 26, 1912. Summer term begins May 6, 1912; ends June 14, 1912. Fall term begins September 3, 1912; ends December 20, 1912. Winter term begins December 30, 1912 ; ends February 21, 1913. Spring term begins March 3, 1913 ; ends April 25, 1913. Summer term begins May 5, 1913; ends June 13, 1913.
VACATIONS-ALL SCHOOLS.
February 22 to March 4, 1912, inclusive. April 27 to May 5, 1912, inclusive. June 29 to September 2, 1912, inclusive. December 21 to December 29, 1912, inclusive.
February 22 to March 2, 1913, inclusive.
April 26 to May 4, 1913, inclusive.
HOLIDAYS.
Fair Day, Columbus Day, Convention Day, Thanksgiving (with the day following), Washington's Birthday, Patriots' Day, Memorial Day, Labor Day.
Report of the School Committee
To the Citizens of Palmer :
The School Committee submits for your consideration its annual report for the year ending March Ist, 1912. This report is made in compliance with the Statutes of the Com- monwealth and is the sixty-second in this series.
Reports The idea seems to exist in the minds of some who are interested in school work that any attempt to state the condition as it actually exists is an unwise proceeding, and is considered as an intentional reflection on the work of previous commit- tees and superintendents. They hold that the condition of school work should be discussed, if at all, with the super- intendent in the secrecy of committee meetings, but the idea of giving the general public a knowledge of the results obtained is questionable, to say the least.
The results obtained in the schoolroom are very prop- erly subject matter for a public report, in the opinion of the committee ; and as the public pay the bills, they are entitled to a full knowledge of the character of the results secured. When the results obtained in the classroom, based on the ability of the pupils to apply their knowledge, do not com- pare favorably with the results obtained in other towns, then something is radically wrong and it is the duty of those in charge to report the fact, learn why it is so, and endeavor to apply the proper remedy. In this spirit this report is made without intending to reflect on anyone.
Reading The results obtained from the method of reading taught in our schools are fairly well illustrated by an occurrence which took place in one of our upper grammar grades. A visitor
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to the school was asked by the teacher if he could hear the reading, and he replied that he could hear an occasional word, but not enough to understand it. The pupil was then told to read so the visitor could hear, and the teacher remarked incidentally that she was so accustomed to hear- ing the voices of the pupils that she did not recognize the fact that others did not readily hear and understand them. The idea that pupils should be taught to read and speak at all times in such a manner that ordinary individuals who may be present can hear and understand them is one that has received too little attention. The object in teaching reading appears to have been accomplished when the culti- vated ear and trained intelligence of the teacher could hear and understand the pupils.
Another similar habit of carelessness in teaching read- ing has been that the teacher tells the pupil each word he is unable to pronounce, instead of inculcating habits of self- reliance, industry and perseverance by teaching the pupil how to use past experience and knowledge to aid him in present difficulties. It is believed that the method of read- ing supposed to be taught in our schools is among the best ; but if it is too complex or requires more attention than can be given to its consideration, it might be well to adopt the method in vogue nearly two thousand years ago. In Nehe- miah, xiii, 8, are these words: "And they read in the book, in the law of God, distinctly ; and they gave the sense, so that they understood the reading." A strong effort is now being made to accomplish this result without reference to the particular method employed.
Penmanship The improvement started last year in this work continues: It has not been brought about by changes in the method of writing taught or by the purchase of new books, but has been accomplished by a diagnosis of the troubles and the application of the proper remedy. There is no reason why this improvement should not continue until this work ranks with the best produced anywhere.
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Arithmetic A practical illustration of the ability of our pupils to apply their knowledge of this study indicates that it has been taught largely as a species of intellectual gymnastics, and that it would be a debasement of a noble science to apply it to commercial uses. Work of this character does not meet the needs of this community. This study has been taken up with the idea that the pupils shall know how to apply their knowledge to practical uses. When the idea becomes recog- nized and is given effective force that the efficiency of the teacher is measured and determined by what her class can do, this study will again take the place in the school cur- riculum to which its importance entitles it. We invite those interested to inspect this work in the classroom and see the marked improvement in mental alertness, the clear concep- tion, and more thorough comprehension, especially in oral vork.
Commercial Course This work was started in Septem- ber, 1910, by means of an appro- priation made by the citizens in March of that year on the statement of the committee that twelve pupils desired to take the course. There are now fifty pupils in this course under the instruction of two capa- ble eachers. This number of pupils indicates that this course is supplying a need in the community. Every effort is being made to see that the instruction given and the work ยท perforned shall be of a character to enable those who grad- uate to do satisfactory work.
In making repairs to the high school, caused by a structunl weakness in the roof of the recent addition, it was found inpossible to preserve the assembly room for that purpose, owing to the inadequate strength of the floors. It was therdore divided into two classrooms, and these are now used for the commercial course.
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Studies in General The action of the citizens in ap- propriating the funds necessary to enable the committee to em- ploy a superintendent who is devoting his entire time to the supervision of the schools has resulted in each study being looked after in a manner that was impossible under the dual-position method. We have made special mention of reading, writing and arithmetic as the foundation on which the superstructure of all other studies in our schools is erected. But all studies are receiving marked attention with the idea in mind that the success of the teacher in the classroom as well as the work of the superintendent is to be measured by the ability of the individual pupil to apply successfully the principles taught. We invite your attention to the character of all work in the schools and feel that you will find in the improved condition of all work ample justi- fication for the change from the dual-position method to the present one.
Expense The total expense of maintaining our schools continues to increase in spite of all efforts of the committee to keep the total cost at a less amount. When the items of expense making up this total are examined closely and a comparison made vith that of other towns throughout the state, it will be found that our expenditures are really prudent. An examination shows that the maximum salary paid to our grade teachers as indicated by tables published for comparison is sightly below the average maximum salary paid to teachers in the eighteen towns selected for comparison. In the Igo cen- sus ten of these towns had less population than oirs, and seven of them had a greater population. This indicates that the expense in this direction is kept well within resonable limits.
In the matter of having each teacher take chirge of as many pupils as possible within the limit in which effective work can be done, our grammar schools shoy a greater number of pupils per teacher than most towns. A number
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of teachers in our main grammar schools have over fifty pupils each and the average is about forty to each teacher. The number of pupils per teacher in the district schools is less, but no management on the part of the committee can change this condition. The salary paid to our teachers in the grades is rather below the average, and the amount of work required of them, measured by the number of pupils per teacher, is rather above the average. This indicates that the expense in this line is kept well within reasonable limits.
In our high school it is believed that the salary paid to teachers is about the average for this work, but the number of pupils per teacher in this school is very much less than was found to be the case in fourteen other towns with which this and other questions pertaining to high school work have been taken up for consideration.
The average number of pupils per teacher in our high school is eighteen, while the average number of pupils per teacher in the fourteen towns indicated was twenty-five, or about forty per cent more than ours. We endeavored last year to bring about a condition that would place our high school in this respect more nearly in line with what prevails elsewhere, but were unable to do so without eliminating some studies and reducing the time given to others now taught. This we were unwilling to do, as we believe that the citizens of the town will take no backward step in its educational policy. This question is now being considered, and if it is possible to economize in this direction, we pro- pose to do so.
The increase of nearly ten per cent. in the number of pupils enrolled this year means more teachers and more supplies. The great field for economy is to increase the quality of the product and to this end we are working.
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We call your attention to the report of the superintend- ent of schools covering all items in connection therewith, which is made a part of this report.
J. C. SULLIVAN, W. B. KERIGAN, J. F. SHEA, JAMES WILSON, JOHN F. HAYDEN, GEORGE D. MOOERS.
Report of the Superintendent of Schools
To the School Committee of the Town of Palmer :
Gentlemen :- I herewith present my first annual report as Superintendent of the Schools of Palmer. This is the nineteenth in the series of reports issued by the superintend- ents of the town.
In this report, the statistics in regard to attendance, unless otherwise denominated, refer to the school year from September, 1910, to June, 1911 ; those in regard to expendi- tures from March 1, 1911, to March 1, 1912. Nearly all of the statistics will be found in the Appendix. Much of the statistical knowledge given in past reports has been some- what meagre; at least, there has been the lack of a definite plan consistently followed. Consequently, it has seemed wise to reprint some statistics printed in previous reports and to add others, in order to give freely to the taxpayers all the facts and figures necessary for them to obtain a clear conception of the organization and cost of the schools.
Introduction The duties of the present incum- bent as Superintendent of Schools began July 1, 1911. His services as such have extended, up to the date of writing this report, over a period of some five months. Consequently, the opportunities of getting thoroughly conversant and in close touch with the local school conditions and schools have been somewhat limited. The visits to the schoolrooms have been many; and an honest attempt to become acquainted with the equipment, the course of study, the teachers, the pupils, and the general
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policy of the school has been made. Our watchword has been, and now is, to make the schools of Palmer meet, in so far as possible, the peculiar needs of this community. Every town or city has its own conditions and environment, both of which are distinctly its own. It is these very things that should, to a large degree, shape the course of study and general conduct of the schools which are turning out the men and women who are soon to become the bulwark of the town. A school which fails to realize this duty is not giving the townsmen who support it a fair return upon the money invested. We are laying due stress upon the essen- tials of school work, giving proper attention to the com- monly demanded school subjects; yet we realize that it is a part of our duty to strengthen the moral and physical nature of the child as well as the mental, and it is our inten- tion to so broaden the scope of the work of our schools that they shall meet this demand. The schools should turn out good citizens, citizens who in after life will be capable of exercising good judgment and common sense, who will possess some breadth of mind, who will be open to convic- tion when necessary, and who will be faithful in the dis- charge of their civic duties. To make our schools do the most that they possibly can for the pupil and the citizen will be our endeavor.
Unaided and alone, we can never realize this ideal. We may strive our utmost, we may give every last ounce of . mental, nervous, and physical energy that we possess ; but, unless we are assisted by the parent, the pupil, and the citi- zen, our efforts will be in vain. We need their co-operation, and that unsparingly given. We must be granted patience and forbearance. The community must be willing to await patiently the proof of our success or failure. A sufficient period of time is necessary to show the good of any educa- tional policy. Spasmodic and forced attempts at improve- ment are not always healthy or lasting, while slow and well- grounded changes for the better never fail to be productive of good results. We do not wish to avoid criticism ; in fact,
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we invite criticism, constructive, but not destructive. We are cognizant of the fact that whatever success may crown our efforts will be due to the combined and continued assist- ance of the school committee, the citizens, the teachers, and the pupils, a combination which, when working harmoni- ously together, is a mighty factor in establishing any school system upon a strong and healthy basis.
Supervision There is no school work that calls for greater ability, prepara- tion, experience, energy, and tact than that of wise and efficient supervision. There is nothing more vital and necessary for good school work than a live supervisor.
The School Report There are two audiences for every school report-other superintend- ents and the public. This report has been written with the public in mind; and as it is writ- ten to parents, teachers, and taxpayers, local problems have been discussed somewhat in detail. A frank and open dis- cussion of some problems which, to me, seem peculiarly in need of attention has been attempted. You are privileged to see what we see and how we see it. You can judge whether or not our vision is too narrow or too broad; whether or not we measure up to the requirements and op- portunities of our office ; whether what we try and what we accomplish are in proper proportion. An effort to concen- trate upon a few of the local problems, rather than to review briefly many, has been made.
Publicity During the past five months, the honest intention of supplying the public all of the real school news has been carried out. The ' public pay the bills and have a right to such knowledge. Further, we realize that such publicity has a twofold effect. First, it is a good tonic for us to know that the public eye is upon us ; second, if our department is well conducted and the public know it, they will willingly supply adequate support, moral and financial. Our only explanation is that we use this publicity for its advantage to the school; if any
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think that we are advertising ourselves, or our schools, we willingly suffer such attribution of false motives, as we know what such publicity will do for any school. Our use of the Palmer Journal's columns for the monthly pub- lication of the school attendance has already begun to show its wisdom. The reduction in tardy cases and the increased desire to be perfect in attendance have been made possible, to a large extent, by this very thing; and we feel our in- debtedness to the Journal for its kind and willing co- operation.
The reader of this report will find plenty of statistical information, which is in line with our policy of keeping the public in touch with the schools.
Any economy that is practiced upon this end of a school organization is almost criminal. What business concern of such proportions and expenditures as our public schools would attempt to run along loosely supervised, directed, or guided? School management is a business; it needs a man of business ability at its head as well as an educational director.
The superintendent must visit his schools often. These visits should be periods of close attention, keen observation, and mental alertness upon his part. He should study the needs of the whole school system; the needs of the individ- ual school, the individual room, the individual pupil, and the individual teacher. He should plan the work in such a manner as to cause each to do its part, and to do it so that it will help, and not hinder, the others. In other words, wise and thorough organization is necessary.
He should further see that all possible aid and sugges- tions are given the teacher; and also observe, upon later visits, that these suggestions are being employed. He should make out courses of study in each subject so that a teacher will know the amount of work that her grade should cover ; so that the teacher in the grade above and the teacher in the grade below will know what she may expect of others
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and what others expect of her. This is one of the most help- ful aids that a superintendent can offer his teachers.
The superintendent who can take classes in the various rooms and exemplify by personal teaching certain sugges- tions that he wishes to make is an invaluable adjunct to any school system. As is often the case in other lines of work, there are many who can tell you how to do things; there are few who can show you how by doing them them- selves. A teacher who has an opportunity to see someone else labor with her own pupils along the same line of work that she is pursuing can receive more help from one observa- tion than from many visits where comment only is made after the session. This teaching will enthuse both pupils and teachers. The good results accruing therefrom will be seen very readily.
Another means of accomplishing good results is the teachers' meeting. These meetings afford a fine opportunity for general and specific suggestion, for general discussion, for awakening enthusiasm and ambition, for injecting energy and zest. It is our intention to hold them often, and thereby consider and discuss every subject in our curricu- lum. So far the following meetings have been held :
Date.
Sept. 18, 19II.
Subject. Mutual Relations of Super- intendent and Teachers.
Speaker.
Oct. 16, 19II.
Arithmetic.
Mr. Hobson Mr. Hobson
Nov. 7, 19II.
Penmanship. Mr. Clark
Nov. 14, 19II.
Penny Savings.
Nov. 21, 19II. Spelling.
Mr. Waid Mr. Hobson
Jan. 12, 1912. Penmanship. Mr. Houston Dr. Moore
Jan. 18, 1912. Eye and Ear Tests.
There is still a more pressing reason why a superin- tendent with plenty of time for school visitation is pecul- iarly needed in Palmer. We have four large grammar schools, each of them housing from 210 to 430 pupils. Two buildings have six schoolrooms in operation ; one has eight, and one has ten. In the first three, the principal teaches the eighth and ninth grades; in the last, she teaches the
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ninth grade. All four are teaching every minute of the day. What opportunity, then, do they have to see to the duties that ordinarily fall to the lot of a principal? When can they supervise? When can they follow in detail the work that is being, or should be, done in their building? It is an absolute physical impossibility. In most cities and towns, buildings of the size of the Palmer and Three Rivers Grammar Schools have principals who do but little teaching, having, therefore, plenty of time for supervision. We have no supervising principals. Consequently, it falls upon the Superintendent to make up this lack. He must do personally the entire work of supervising, being unable to deputize any of it to his principals, not because of lack of ability upon their part, but because of imposed time limitations. The need of a superintendent who can do this is, in view of these conditions, indisputable. If the super- intendent is to do his work well, if he hopes to impress his personality upon the schools, the teachers, and the pupils, he must be free during the hours school is in session. When you consider the fact that the schools are actually in opera- tion but five hours a day for five days in the week for thirty- eight weeks a year, or in actual hours, making no allowance for the occasional holiday, 950 hours a year, you can readily see that the time for observation is somewhat limited. It was the realization of this very fact that led you, gentle- men, to employ a clerk for the Superintendent. The Super- intendent has made some three hundred visits, varying from fifteen minutes to three hours in duration, thus far ; and, with a clerk in the office, will undoubtedly make a larger number during the remainder of the year. These visits have been busy times. Much teaching has been done, and many suggestions have been made, which have been very willingly and gladly accepted by the teachers.
Attendance The attendance statistics, includ- ing the absences and tardinesses, should be sufficient to convince every parent of the neces- sity of individual attention to the time lost in our schools
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by these irregularities. A close investigation of the causes for retention at home, in many cases, reveals that the grounds for the same are very weak. There are four good reasons for absence,-absence due to child's own illness; absence due to contagious disease in the household; absence due to very inclement weather; absence due to death in the imme- diate family. These, generally, are the only legitimate ex- cuses that should be accepted by any teacher or school official. There are several that, in the majority of cases, should never be accepted as reasonable excuses,-failure to file certificate of vaccination or exemption therefrom; failure of parent or other responsible person to provide necessary clothing; desire of parent to utilize the labor of the child; failure to enter school promptly when changing schools. A strong endeavor has been made during the past five months to look up carefully all absences and the causes thereof ; and when the causes have not seemed of sufficient strength, the services of a truant officer have been employed. In some instances, the teacher or Superintendent has made a personal call; in others, a letter, clear, concise, and to the point, has been sent from the Superintendent's office. These letters have not been threats; they have been merely a clear statement of conditions, our attitude concerning such conditions, and our method of procedure in case such con- ditions were not remedied. One prosecution in court for- refusal to send a child to school has been made; the defend- ant pleaded guilty and was placed upon probation ; and ben- eficial results in this case and many others which savored somewhat of this nature were immediately attained. We shall continue our policy of trying to reduce the number of absences to the minimum. Still, we cannot do this unaided ; it is extremely essential that we have the hearty co-operaion of every parent ; it is positively necessary that every parent determine that he shall not keep his child out except when absolutely necessary. Attendance is, and should be, of pri- mary consideration. Good schoolhouses, well-trained teach- ers, fine equipment, all exert a great influence upon the:
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character of the school maintained; but all of these are easily offset or undermined by too frequent absence upon the part of the most precious portion of the entire sys- tem, the pupil. Absence is generally traceable to two causes :- indifference upon the part of the school or indif- ference upon the part of the home, and often, perhaps, upon their combined indifference. The schools are at fault as much as the parents, for they have in their hands everything that is necessary to see that they secure good attendance, placed there by state enactments; furthermore, in the full performance of their duty, they have no choice in the mat- ter, for the law compels teachers to carefully investigate and properly attend to all cases of needless absence. All that is needed, which the law cannot provide, is a disposi- tion to do one's duty, and the courage to perform the same. We shall begin with exhortation and end, whenever neces- sary, with compulsion.
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