USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1911 > Part 7
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10
In addition to this, your presence in the schoolroom will cheer both teacher and pupils; it will evince to them that you have a live interest in their welfare. It seems
35
strange, considering how vital a part the schools play in the lives and future of the children, that parents do not show more practical interest in them. Do not allow your first visit to be one of complaint ; do not wait until John or Mary comes home with a tale of ill-treatment, and then come to find fault ; do not wait until something goes wrong, or seems to, before you take an active interest. How can you know what your children are doing? How can you know what problems are facing the teacher? How can you assume to give suggestions or to offer criticisms if you have not seen the ordinary routine of school life, and have seen it, not once, but many times? Now is the time to make a begin- ning of visiting. All those connected with schools will be glad to see you; better conditions will exist on all sides, for each will understand the other; and you will find that the occasion when your child is abused or misused in school is very rare.
Complaints Any institution or organization must meet with some criticism and opposition. The individual or individuals who are at the head of these self-same organizations must necessarily encounter criticism. If neither of these conditions exist, it may be safely said that the institution or individual in con- trol has not sufficient individuality. Any progressive organ- ization, one that is keenly alive to its opportunities and duties, will run counter to something or somebody. Some people are opposed to any change whatsoever it may be; others are easily aroused when some matter comes home to them personally. If there is any institution that has to face such conditions, it is the public school. Every citizen feels his right to criticize. The school gladly and willingly faces such criticism. The majority of schools and school officials, I believe, are ever ready to meet with criticism, provided it is given in the right spirit. They realize that the citizens have an opportunity to see things from an entirely different point of view. All that they ask is that the citizens carefully investigate, that they do not allow street gossip
36
or disgruntled trouble breeders to warp their judgment, and that they consult with the proper authorities in a friendly manner. A quiet talk, when both sides of the matter can be set forth and proper explanations made, will almost always restore harmony and remove any feeling of animos- ity. Imagined wrongs, affronts ,and ignorings work much mischief in this world. Be a man; come out in the open ; and then you can discover whether or not you are dealing with a like individual. The reception given you will be, nine times out of ten, in strict accordance with your manner of approach. Personally, I wish to acknowledge that, in so far as my knowledge of the same allows me to judge, such treatment has been extended to me thus far.
The proneness to complain and shift the responsibility upon the shoulders of someone else is aptly shown by this extract from Puck :
A HUMAN TENDENCY.
THE COLLEGE PRESIDENT.
Such rawness in a student is a shame ;
But lack of preparation is to blame.
THE HIGH SCHOOL PRINCIPAL. Good heavens ! What crudity ! The boy's a fool ;
The fault, of course, is with the grammar school. THE GRAMMAR PRINCIPAL.
Would that from such a dunce I might be spared ! They send them up to me so unprepared.
THE PRIMARY TEACHER.
Poor kindergarten blockhead! And they call
That "preparation." Worse than none at all. THE KINDERGARTEN TEACHER. Never such lack of training did I see !
What sort of person can the mother be? THE MOTHER.
You stupid child. But then, you're not to blame. Your father's family are all the same.
THE PHILOSOPHER. Shall father in his folks' defense be heard? No. Let the mother have the final word.
37
School Betterment The possibilities of improvement in school work are, "like the poor," always with us. No sys- tem is so good, no superintendent so strong, but what changes for the better along certain lines are possible. One man is strong in certain directions and weak in others; and where one man is strong, the other is weak; and where one is weak, the other is strong. There are, then, possibil- ities of improvement in our schools.
In the first place, I believe every line of work, business, professional, or any other, must be more or less systema- tized ; and particularly do I believe that this is true in those fields of activity where several persons are under one head, doing the same work, a work whose success or failure is due to the unification or lack of unification of the efforts of the interdependent workers. In a school system where there are several rooms in various parts of the town supposed to do the same work, in order that any degree of uniformity may exist in the actual work done, it is absolutely necessary that a fairly specific course of study be in existence ; such a course is indispensable. To be properly fitted for the mak- ing where none exists, or for the re-shaping where a satis- factory one does not exist, it is essential that the maker or re-shaper has a proper acquaintance with all the possibly affecting conditions. A good course of study must be plia- ble, and not too rigid; it must be not so specific as to be narrowing in its effect upon the teacher; it must leave her plenty of room to exercise her own individuality; it must make the work suitable to the average child of each grade; it must so interweave the work of the grades as to secure the greatest uniformity, the least friction, and the largest saving of time. Still it must outline the maximum and mini- mum amount of work that each grade shall cover, the order in which the various subject matter shall be taken up, and several other pertinent matters.
Accompanying such a plan of work, there should be a table of time allotment. This time schedule is graded; the
A
38
amount of time that should be given to each subject throughout the grades is specified ; some subjects are made the major studies in one grade, as reading in the first grade ; while others, as arithmetic, history, or geography, are treated likewise in the higher classes. Thus an undue amount of time is not given to one subject at the expense of some other. The pursuance of such a scheme is bound to bring about an all-round development of the child's facul- ties.
There is one more phase of our work which is closely interlinked with the foregoing that must be given due thought in our planning. It is an admitted fact that some studies, arithmetic, for instance, require more mental activ- ity than others ; it is a fact, also, that the mental and nervous energy of the pupil gradually becomes less and less as the school hours progress. There are certain periods in the day when his powers of application and concentration are much more accurate ; these periods are at the beginning of school, after recesses, and after recreation periods.
From these facts it is easily deduced that unless a daily schedule of the school work is planned, the harder recita- tions coming when the mind is as fresh and active as possi- ble, it will be impossible to attain the best results. In con- sideration of these truths, a course of study, revised and amplified, a revised table of time allotment, and daily pro- grams in accord with both are now in the process of being made.
Discipline In our judgment, one of the great- est drawbacks to good work in the public schools of this country is the laxity of discipline. This laxity is strongly stamped upon many schools. Not only is this condition extremely pernicious in its influence upon the school, but it is equally detrimental to the child himself. I realize in entering into a discussion of this sub- ject that I may invite criticism ; in fact, I do not expect that my ideas will find favor with all. Nevertheless, I have cer- tain firm beliefs, beliefs which I know will actuate me in the
39
performance of my duty as I see it ; and I feel, therefore, that in justice to you I should set them forth for your com- mendation or condemnation.
I believe that good order and good attention are abso- lutely essential to good school work; that every schoolroom should have both; that every child is entitled to be undis- turbed and unmolested by every other child ; that any other condition of affairs in a schoolroom is wrong and unfair to the children and the citizens who support the school. The greater the restraint, to a certain degree, the greater is the freedom; liberty does not mean license. Actuated by such beliefs, absolutely just and fair, firm, yet gentle, a teacher can secure good discipline, good work, and good spirit upon the part of the pupils. The beneficial results of carrying such ideas into execution in the Palmer schools are already apparent. There is a marked difference in the work, in the deportment in and about the buildings; a greater spirit of industry pervades the entire schools, and the pupils are giving evidence of greater interest in their work. The continuance of such a policy means much for the future success of your schools.
Pertinent to the matter of discipline is the question of corporal punishment. In view of the discussion that has been going on in various cities regarding corporal punish- ment and its proper place in the public schools, it will not be amiss, in our judgment, to make a passing mention of it in this report. Corporal punishment is prohibited in many cities, while in others it is permitted with restrictions. The whole question resolves itself into this : "Is it ever necessary to inflict corporal punishment in school, or cannot the same results be secured in,a better and more humane way?" The question has been much mooted by educators in school jour- nals, with a great diversity of opinion. A few years ago a tendency "to let up" in everything in school work became apparent. Educators claimed that we were bearing down too severely upon the children. Pleasure, rather than duty, was emphasized. The theory was that absence of con-
40
straint, abolition of authority from above, refusal to deter- mine for the child or pupil the things he ought to do and the subjects he must study would give us better, happier, more robust students, youths, and men. In the home and school to-day, there is a disinclination to use force or au- thority; the "path of least resistance" seems to be the favored way. The results from such a policy are not satis- factory.
There are three great imperatives: "Learn to obey; learn to apply yourself; learn to repress and overcome de- sires." These, according to Professor Paulsen, an eminent German educator, ought to be held up before teachers and parents. These precepts, thoroughly engrafted into the child, will fit him to live most usefully.
To my mind, the above bears directly upon corporal pun- ishment, for its abolition was due to this self-same tendency. Moral suasion is, undoubtedly and indisputably, the best means for securing compliance with one's demands; but experience teaches that it is not always applicable with good results. There comes a time when a child, willing or unwilling, must be compelled to do a thing; a time when the best interests of the child, the teacher, and the school demand his obedience. Reason and moral sensitiveness do not appear until about the age of twelve in children. Moral suasion is not a "cure-all"; there is no remedy in the medical world that will cure all diseases or even every case of the same disease ; the educational world is just as devoid of a one remedy. If moral suasion be sufficient, why do we have our prisons and reformatories for grown persons, in- dividuals who ought to be in the full possession of all their powers of reasoning and discretion? Why does Nature say, "Thou must"; and if we do not, visit us with pain and affliction ?
Corporal punishment is entitled to its place in the school much more than many of the personal indignities which have come in as substitutes, for in the absence of the "real" you will always find inferior substitutes. Its inflic-
41
tion should be rare and should occur only when conditions warrant; and when conditions do warrant, it should be in- flicted. In our schools it can be inflicted only in extreme cases, such as cases of persistent disobedience, or opposi- tion to authority ; or language, habits, or conduct injurious to the school.
Medical Inspection In the fall of 1906, medical in- spection was introduced in your schools. The experiment has now been tried long enough to pass final judgment upon its value. Anyone familiar with its working cannot possi- bly gainsay it. Beneficial results are being secured almost weekly. The inspection, to be valuable, must be thor- oughly and conscientiously made. The inspector should, in my judgment, make the "rounds" of each room upon every visit. He, and not the teacher, should be the judge of whether or not a child needs attention. Also, at the very beginning of every fall term, he should make a limited exam- ination of every pupil, and before January a thorough and careful one. A card index should be kept in every school containing the important facts regarding the health of every child. Printed notices should be supplied to be sent to par- ents informing them of the reason for the exclusion of a child, the length of time he must be excluded, and what must be done before he can re-enter. When he re-enters, he should bring written permission from the medical inspec- tor. Several simple printed prescriptions for impetigo, ring worm, and pediculosis should be supplied, in order that a speedy cure may be obtained so that the actual loss of time by the pupil shall be the minimum. Simple and effective rules and regulations governing medical inspection should be adopted. It is our intention as soon as possible to do this.
The eye and ear tests are nearing completion. The re- turns have not yet reached my office. No doubt, as usual, these returns will reveal many cases that need attention. Some of them will receive it; others will not. Some will not because of lack of interest or failure to appreciate its
42
importance; others because of the lack of the necessary money. Unfortunately we have no hospital or dispensary where glasses can be secured or treatments are given for the bare cost of material supplied, or free. There is no way in which such cases can be taken care of, and the in- nocent child has to suffer. This is a matter that will some day come before the town of Palmer for action. Where in- difference or lack of appreciation of the seriousness of fail- ure to act in the child's behalf is the cause, some day I hope and believe that State legislation will compel the par- ent to heed the medical inspector's advice. . Of course, if this ever does come true, the State or town will be forced to take care of those cases where poverty prevents com- pliance with such advice. Every town and city is wasting money in a vain endeavor to educate children who by rea- son of easily removable physical causes, are unable to re- ceive the instruction offered. If the State can invade the realm of parental authority to the extent of compelling the child to attend school, to safeguard the intellectual wel- fare of its future citizen, why can it not as rightly compel him to attend physically fit, to safeguard both the intel- lectual and physical welfare of its self-same future citizen? Dental Inspection One addition to medical inspec- tion should be made. It is now in operation in nearly all of the progressive cities and towns in the state. Arrangements could be made with the local dentists, I believe, whereby such an inspection could be carried on, and the only cost to the Town would be some printed matter. The following circular, patterned after one used by several cities, could be sent to every parent :
43
Office of the School Committee,
Palmer, Mass., Feb. 5, 1912.
To the Parents of Public School Children :
At the request of the School Committee, the local den- tists have consented to make a careful examination of the teeth of the school children under the following conditions :
I. No charge whatever is to be made for the examina- tion.
2. Those children only will be examined whose par- ents are willing that the examination should be made.
3. Parents of children whose teeth have been exam- ined will be notified by the examining dentist of the result of the examination, but no treatment will be given by him at the school.
4. Each instrument will be carefully sterilized after each use.
William H. Potter, D. M. D., Professor of Operative Dentistry in the Harvard Dental School, has given these reasons for the frequent examination of the teeth of all school children :
I. "Where examinations have been made a large num- ber of defective teeth have been found.
2. "Defective teeth cause the child much pain, which interferes with general health and with ability to study.
3. "Defective teeth limit the child's ability to properly masticate food ; this leads to indigestion and deficient nutri- tion. The physical progress of the body is retarded and the mental also.
4. "An examination of the teeth gives the opportunity for advice as to the necessary treatment and as to prophy- lactic care."
Out of 700 children examined in Brookline under the direction of Dr. Potter, the teeth of 355 children were found to be in poor condition, containing either several serious defects or many small defects. There is no reason to sup- pose that this large percentage is confined to Brookline.
44
The connection between defective teeth, malnutrition, poor health, and poor school work is very close. Dr. Wil- liam H. Maxwell, Superintendent of Schools in New York City, says: "Malnutrition is the chief cause, not only of physical weakness, but of mental weakness, and is no doubt largely responsible for the dreadful ravages made by the various forms of tuberculosis. A badly nourished body furnishes a poor support for intellectual effort and instead of being a barrier against, is a standing invitation to, dis- ease."
Parents who do not desire to have the teeth of their children examined at school will kindly fill out the attached blank and return it at once to the school. The wishes of parents will be followed carefully in all cases. If no word to the contrary is received from the parents, it will be taken for granted that they desire to have the examination made.
By order of the School Committee, CLIFTON H. HOBSON, Superintendent of Schools.
No-School Signal One of the most vexing problems that a superintendent has to solve is when to and when not to close school for stormy weather. The signal has to be given, under the present arrangement, so long before the opening of the session that the weather in the meantime often changes ; and many times a pleasant, sunny afternoon greets you after you have rung the no-school signal.
There are two other phases of this problem that merit serious consideration. Can you expect to impress upon the parent or child the fact that daily school attendance is of primary importance when you close school for every slight storm? I believe not. Can you afford to close when you consider that the average cost of running our schools per day is nearly $200? I believe not. I further believe that on stormy days the parent should use his own discretion about 'sending his child to school. This has been, and will be, our
45
policy. So far this school year, the first three grades have been closed two half sessions. Of course, in extremely in- clement weather, the no-school signal will be rung.
Tuition The amount of tuition charged out-of-town pupils who attend our school is, in my judgment, too small. The present tui- tion charge per year is $15 in the grades and $35 in the High School. The average cost per pupil in the grades is about $23.00 ; in the High School, $70.00. Can we afford, particu- larly now when our grades are well fitted, to educate pupils for the surrounding towns at a figure so much less than the actual cost? The average tuition charge for High School attendance of 75 towns and cities who take tuition pupils from other towns is $47.07. Our charge should at least be the average. In fact, there are only ten towns and cities that charge amounts as small as, or smaller than, Palmer. These are: Franklin, $30.75; Northboro, $30.00; Adams, $30.00; Greenfield, $30.00; Orleans, $32.00; Mon- tague, $30.00; Gardner, $30.00; Southbridge, $30.00; Am- herst, $35.00; Warren, $30.00. The tuition rates of several of the surrounding towns are: Westfield, $50.00; Lee, $50.00; Huntington, $45.00; Barre, $50.00; Hardwick, $40.00 ; North Brookfield, $40.00; Ware, $40.00; Easthamp- ton, $45.00. An attempt to remedy this low tuition charge is now under way. The same is true of the grade tuition charge, I believe.
Penny Savings In May, 1905, through the kind offices of the Palmer Woman's Club, a system of Penny Savings was established. That system was kept in force until last fall. The work connected with this plan was such that the club felt unable to continue it. During the summer the State Bank Commissioner sent letters to the school commit- tees throughout the State, calling their attention to recent legislation which allowed savings banks, under certain regu- lations, to arrange for the collection of money from school children. He made many suggestions and outlined a
46
scheme. The School Committee of Palmer, upon the writ- ten request of the Palmer Savings Bank, empowered the Superintendent to make all necessary arrangements with said bank for the installation of such a scheme. Mr. Charles L. Waid, Treasurer of the Palmer Savings Bank, perfected a more simple system of bookkeeping whereby the collec- tions could be made quickly by the teacher, carefully checked, and turned over to the representative of the bank or sent there. Mr. Waid was invited to address the teachers upon the plan and explained it very fully. The scheme had the approval of the Bank Commissioner and is now used, I believe, in many places. We were the first to install the new plan.
The first collection was made in the Palmer Grammar School on November 20, 1911. The following days collec- tions were made in the other schools, Mr. Waid, accom- panied by the Superintendent, personally supervising the first collection in every school. The success of the plan has more than met our most ardent expectations, and has equally surprised the bank officials. For illustration, the collection at one of the grammar schools on February 5 amounted to $50.00. The indications are that this is not a spasmodic effort, but rather a permanent one upon the part of most of the depositors. The bank officials also note a beneficial effect upon the parents of some of the children.
The reason that this move to encourage thrift is added to the already overloaded school curriculum is the realiza- tion that the school period in one's life is the time to plant right habits. Thrift is one of the subjects that should be taught in our schools, and is so designated by State law. How can it be taught more effectively than by taking a few minutes each week for such a practical exemplification as this? The teachers have taken a keen interest in it, and much of the success is due to their active advocacy of the idea.
A short but comprehensive report of the results from November 20, 1911, to February 5, 1912, follows :
47
PENNY SAVINGS.
Total amount deposited $911.23
*Stamps redeemed 170.00
New deposits 741.23
Transferred to individual accounts 595.22
Total number of accounts 361
Number of old accounts
I34
Number of new accounts
227
Deposited under old scheme from May 20, 1905, to November 20, 191I
. $2,557.06
*This amount is credited to former system.
Commercial Course
A commercial course was estab-
lished in the High School one year ago. One instructor, a man, handled the entire course. This past fall a new head for the department was secured; and an assistant was hired to help him out. There are some 50 pupils in this department, more than a third of the total enrollment of the High School. It seems safe to assert that this fractional part of the enroll- ment will increase when the parents and pupils realize the worth of the course. We believe that we have as good an equipment, as good instructors, and as comprehensive a course as can be found in any high school of our size. We further feel that in three years the pupil can gradually, steadily, and more thoroughly assimilate what he must know to be a good stenographer or bookkeeper than he can in the short space of time that he would ordinarily spend in a business school. It is our intention to assist, in so far as we can, graduates of this department in securing places. In fact, we have already placed one girl in the Palmer Sav- ings Bank, and we appreciate the kindness of Mr. Waid in giving our first pupil an opportunity to make good. Several openings of this nature, if successfully filled by our pupils, will give our department the prestige that it deserves.
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.