USA > Massachusetts > Hampden County > Palmer > Town Annual Report of the Officers of the Town of Palmer, Massachusetts 1911 > Part 8
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In our endeavor to do everything possible to aid this course, the following letter has been sent to every possible employer of office assistants :
48
Palmer, Mass., February 9, 1912.
My Dear Sir :
As you may know, a Commercial Department is main- tained in the Palmer High School. This course is a three- year course and is especially designed to fit pupils for busi- ness life. The course, as a study of the enclosed outline* will indicate, is comprehensive and well-balanced. Two years are devoted to Bookkeeping, Typewriting, and Ste- nography. A careful and thorough study of English, with particular stress upon Business English, is carried on throughout the entire course. A thorough drill in Spelling and Penmanship is given. Commercial Arithmetic, Com- mercial Geography, and Commercial Law and Correspond- ence receive, also, proper emphasis.
We have two new rooms, equipped with new commer- cial desks and chairs, first-class Remington machines, and the other essential equipment for a good department.
We have two instructors-one man and one woman. Both have had special training for the teaching of commer- cial branches; both have had several years' experience in teaching these subjects in business colleges and public high schools. Both are able teachers.
*See High School Course of Study in Appendix.
With such a course of study, such equipment, and such instructors, we feel that we are not too confident or too pre- suming in asserting that we can, and will, turn out pupils superior in every particular to the average pupil turned out by the business or commercial colleges.
To convince you and the citizens of this town that the maintenance of a Commercial Department in our High School is wise, economical, and essential, we solicit your co-operation. We ask you, if the opportunity arises, to give some of our graduates a trial. We will willingly stand back of any that we unqualifiedly recommend. In June or July, we will be ready to recommend to. you young men or young women, well equipped. We send you this notice thus early in order that we may anticipate any needs that
49
you may have at that period and that you may bear us in mind.
Sincerely yours, LEE T. GRAY, Principal. CLIFTON H. HOBSON, Superintendent.
N. B .- This letter and the enclosed outline of the course of study were typewritten by the pupils in our Commercial Department.
Morals and Manners The problem of our schools is threefold -- mental, physical, and moral education. The time al- lotted them is five hours a day for five days in a week. The remainder of the day the children are subject to influences beyond the control of the school; for example,-home sur- roundings, community standards, companions, and other influences. The child is constantly changing in nature; the late years of the grammar and the early years of the high school are the period when all his heretofore sleeping facul- ties awaken ; it is the period of greatest danger, for this is the age when the tendencies toward crime and immorality are greater than at any future period. Then, again, the child is in a plastic state, so to speak; habits do not become fixed in this early time of life. It is the problem of the school to try to give him counteracting tendencies that will tide him over this critical period. It can do this, in part, by moral teaching, both direct and indirect. We cannot develop a maturity of intellect, a knowledge of facts, or a stability of character that never has or never will exist,- an all-round development that cannot, in justice, be expected of us. Working under advantageous conditions, we can help supply only a common moral standard, a clear concep- tion of moral obligations, and tendencies in the right direc- tion. We should implant the germs of regularity, punctual- ity, obedience, respect for the rights of others, bodily cleanli- ness, truthfulness, manliness, self-reliance, and courtesy.
Many schemes have been devised to do this very work. The question is still a mooted one, whether direct or indirect
50
instruction is the better. In my judgment, the best direct indirect method is the one based upon Ella Lyman Cabot's "Ethics for School Children." An ethical center is chosen for the instruction of each year, around which are grouped maxims, stories, pictures, poems, and ethical teachings. The ethical centers are: First year, Helpfulness ; second year, Home Life; third year, Work; fourth year, Golden Deeds ; fifth year, Loyalty; sixth year, Friendship; seventh year, Patriotism; eighth year, Choosing a Calling. A new phase of the ethical center is treated each month. For instance, the work of the last year in school is grouped around "Choosing a Calling" as follows : September, The Value of Interests; October, The Choice of Interests; November, Thoroughness ; December, Sympathy ; January, The Use of Time; February, The Value of Perseverance; March, Tak- ing Responsibility; April, Discipline; May, Success. If nothing prevents, this plan will soon be installed in our schools.
Story-Telling Story-telling has been introduced in our four lower grades. Story- telling is important; it has a fixed purpose. It affords en- tertainment ; it relaxes the tense schoolroom atmosphere; it establishes a happy relation between pupil and teacher; it adds something to the vital powers of the soul; it arouses the emotional powers ; it enlarges and enriches the child's spiritual experience ; it enlarges his vocabulary.
A list of stories adapted to each grade has been gotten out in outline form. Some of these are told and reproduced only ; others are told, reproduced, and dramatized. It will require some time to perfect this work.
Literature Believing thoroughly in the ef- fectiveness of good literature, in its power to uplift, to instil higher and purer motives, in its power to give thoughts to the mind to occupy the by- times, which will expand and disclose new beauties at each coming, special stress will be laid upon this feature of school
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work. For all the grades, a graded list of poems that every child should know will soon be compiled.
The foreword of the list that is now under compila- tion reads :
A taste for the best in literature should be cultivated in every child, and as a means toward the attainment of this, this list of poems has been compiled. These poems have been selected carefully, for their literary merit, and are submitted purely for use in creating an appreciation of the best in poetry. The teacher should become familiar with every one to the ex- tent that she will live and breathe each, as she takes it up with her class, in order that the pupils will catch the spirit of the poem. Their like or dislike for each poem will depend, to a large degree, upon your ability to read and teach the poem as it should be read and taught. Do not make this work drudgery for the pupils; yet have certain requirements, and demand that they be met.
Pupils' Reading Circle I am entertaining the hope that some closer co-operation can be effected between the Young Men's Library Association and the Palmer schools. This co-operation, in my opinion, ought to take the form of a Pupils' Reading Circle. The purpose of such a circle would be to create and cultivate a taste for good reading among the pupils of our schools. A list of books of history, litera- ture, travel, and science would be drawn up; these books could be secured by the library. As an incentive, upon the completion of the prescribed reading, three books out of the four designated for each grade for four years, a diploma; followed by seals for additional reading, could be given each child. Children, as a rule, are bound to read. What they read depends entirely upon what they come in contact with, what sort of encouragement and guidance they are given, and upon the kind of taste they are allowed to cultivate. If good material and proper guidance are furnished, chil- dren will read with profit, interest, and delight the stand- ard books.
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Too much emphasis cannot be placed upon the worth of this scheme. Reading is one of the greatest means af- forded the individual for securing an education. Many a man who could not remain in school in his youth has become a well-educated, intelligent man through reading.
This is a suggestive list of books :
Third Grade.
The Little Red Hen Primer. Eskimo Stories.
Stories of the United States.
In Field and Pasture.
Fifth Grade.
Dorcas. How We Travel.
Aunt Martha's Corner Cup- board.
Stories of Colonial Children. Seventh Grade.
Grandfather's Chair.
Ways of Wood Folk.
Every Day in the Colonies.
Pioneer Boys Afloat.
Fourth Grade. Child Life in Many Lands.
Seven Little Sisters.
Stories of Great Americans for Little Americans.
Stories of Woods and Fields.
Sixth Grade.
Heide. With Perry on Lake Erie.
Ba-Long-Long, The Igorot Boy. First Book of Birds.
Eighth Grade. How the World is Fed. Daniel Boone.
Around the World in the Sloop Spray. Tales of the Round Table.
Ninth Grade. Standish of Standish. A Year in a Yawl. American Inventions and In- ventors. Lincoln's Boyhood.
Teachers
It would be an injustice, and a flar-
ing lack of appreciation of worth and devotion to duty, if I closed this report without special commendation of your teaching force. My acquaintance with them has not been long ; yet it has extended over a suf- ficient period of time to warrant my speaking as I shall. I find them conscientious, painstaking, hard-working, and open to any suggestions properly conveyed. Their ability averages well, and there is no reason why, if the right sort
.
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of helpful, sympathetic, and intelligent guidance and direc- tion is given the teachers, your schools should not rank well with any in the State. Of course, we will probably always encounter one serious drawback in the large num- ber of changes that occur yearly in our force. We will prob- ably always be the recruiting and training ground for Springfield, Holyoke, and other cities. It will be our for- tune to take teachers fresh from normal school and break them in ; and when they are thoroughly broken in, if they possess very good ability, it will be our misfortune to lose them. These inroads seriously hamper the work in our schools. The only remedy I can see is to hire local teachers, for they will stay with us for the money that we can pay, as a gen- eral rule. The only qualification that I make to this above policy is that, if you do this, you must have a school com- mittee of sufficient "backbone" to do its duty, provided said local teacher does not do satisfactory work.
It is true that your teachers receive pay for what they do; but to anyone who is conversant with school teach- ing, it is evident that they can do much which is not, and cannot be, paid for in money. A teacher may fulfill the terms of her contract, and still not be the power for good in the schools that she should. Her formal effort may be put forth satisfactorily ; yet there is much in the way of exhorta- tion, patience, love, and anxiety which she may expend upon her charges, which, perhaps, is not called for in the contract. These are characteristics which are found in your teaching corps, and their presence augurs well for the future of your schools.
Someone has given this recipe for education: "To in- finite patience add a little wisdom, carefully strained through profitable experience. Pour in a brimming meas- ure of the milk of human kindness, and season well with the salt of common sense. Boil gently over a friendly fire made of fine enthusiasms, stirring constantly with just discipline. When it has boiled long enough to be thoroughly blended, transfuse it by wise teaching to the eager mind of a rest-
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less boy and set away to cool. To-morrow he will greet you an educated man." This is the task of the teacher.
Conclusion Sufficient trespass has been made upon time and space ; yet there is much that has not been said. Some matters have been treated fully ; others have been given but scant treatment ; while many things have not been mentioned, as the narrow confines of a school report do not allow an elaboration of many subjects. Much of the report has to be assertive, in that there is not sufficient room to show how one has, by written deductions, derived his statements. It has been the aim of the writer, in spite of these limitations, to set before you what has been done so far this school year, and also to place before you some things that may be done in the near future, provided they are deemed of sufficient worth. We are open to just, friendly, and unbiased criticism at any time ; in fact, we welcome such, for by the realization of one's shortcom- ings and failures is success eventually achieved.
In conclusion, I desire to express my appreciation for the co-operation of the parents, the support of the citizens, the goodwill of the pupils, the faithfulness of the teachers, and the confidence, consideration, interest, and co-operation of the School Committee. The free and untrammeled hand in the administration of school affairs, and the open expres- sion of honest opinions, both accorded me by the Committee, and the knowledge that, with such freedom, comes sole responsibility,-all have aided me materially in my work. It is a pleasure to work with such a Committee; it is an incentive to work for such a Committee.
Respectfully submitted, CLIFTON H. HOBSON, Superintendent of Schools.
Palmer, Mass., February 12, 1912.
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Mr. Clifton H. Hobson, Superintendent of Schools :
Introduction Without an exception, the music work in every room has been un- usually progressive. Every teacher has shown a fine spirit of active, earnest, enthusiastic work. They have estab- lished standards of accuracy for the individual and class singing that compel the pupils to put forth their best efforts. Under these excellent conditions the work must advance. Our pupils should read music independently as individuals, just as we expect them to read English alone. This they can do ..
Grammar Schools The chorus work, from the rote songs of the primary grades to the four-part songs of the ninth grades, has given me particular encouragement this year. I have selected these songs from the best possible sources, and the pupils are singing this high-class music with true artistic endeavor.
District Schools The extra time given my depart- ment this year enables me to visit each of the four district schools once in two weeks. This arrangement has systematized the district work effectively, permitting these schools to follow the same schedule of work as that of the grammar schools.
Special Music At Thanksgiving and Christmas special programs of appropriate songs were given in all the schools. This month, the Lin- coln, Washington, and Longfellow anniversaries will be observed by the review of the standard patriotic songs, the study of worthy new ones, with the additional work of ren- dering some of Longfellow's poems set to music.
If possible, I should like to arrange a series of con- certs to be given by the different grammar grades, in each village, or one concert by the combined grammar grades of all buildings in one village. This concert might consist of miscellaneous songs for the first part. For part two, a
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cantata like "The Village Blacksmith" or "Barbara Frietchie," would be an ambitious finale.
High School The High School music was of necessity postponed until a few weeks ago on account of the remodeling of the assembly hall. The High School chorus, consisting of the entire freshman class and all others who wished to elect the course, meets once a week for a forty-minute rehearsal. It is my intention to begin work next term on a cantata, for public presentation at the end of the year. The new rote song books, the new music readers, and the "IOI Best Songs," all supplied this year, are proving a source of musical in- terest, and much pleasure to the pupils.
Conclusion In conclusion, please extend to the school board my appreciation of their active interest in, and hearty support of my depart- ment of work.
Your co-operation and helpful suggestions have aided my work greatly.
Respectfully, JOANNA V. CANTWELL, Supervisor.
February 7, 1912.
Mr. C. H. Hobson, Superintendent of Schools :
The following reports are sub-
Drawing mitted for your consideration : The value of a thorough course in art education in the pub- lic schools cannot be overestimated. This fact is due to the broadening of the aims, methods and results of elementary art instruction since its introduction into the schools fifty years ago. The advances made form an interesting bit of educational history.
In its introductory period, drawing was apart from all other subjects, was taught as a mere accomplishment and was considered to be of no practical use. Now, it is cor- related with other subjects, taught as a necessity and affects everyday problems.
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After years of pictorial work, art education in the schools became wholly mechanical, but within the last decade a happy medium has been reached.
Drawing, as it is now taught in our public schools, cul- tivates the sense of beauty, gives ability to fix in the mind clear and distinct visual images, imparts practical skill in the use of pencil, brush and crayon as a means of expres- sion, and stimulates the creative faculties.
In the primary grades, one twenty-minute period a day is devoted to drawing. In the upper grades, two forty-five minute periods a week have brought good results.
During the year, a certain amount of time has been allotted to nature work, illustration, object drawing, de- sign, color and construction work in each grade. The prin- ciples taught, the methods used, and the number of prob- lems selected differ with the grade.
For example, under object drawing, in the primary grades, direction of line, size and shape are emphasized. In the intermediate grades, proportion is important and in the grammar grades, perspective is introduced in the study of ellipses and foreshortened surfaces. Each topic under the head of drawing might be analyzed in this way for method as well as for principles taught.
With definite outlines, enthusiastic teachers and inter- ested children, our work in drawing this year has been a success.
Sloyd
Sloyd is tool work so arranged
as to arouse and advance intelli- gent and vigorous self-activity for a purpose which the worker recognizes as good.
The aim of sloyd is to provide for the development of all the faculties of a child.
The method of teaching sloyd is similar to all good methods in teaching any subject; e. g., one that has been chosen with reference to the physical and mental growth of the worker. Our boys are taught to think for them- selves, to be accurate, to recognize and to strive for good
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workmanship, and to be self-reliant. It is generally real- ized that the time given to that training of the hand which fits a man to understand and to perform the tasks of every- day life, whether in the home or in the business world, is indeed valuable. The training received in the sloyd room manifests itself outside the classroom.
As a result of the time given to woodwork, the boys will appreciate the value of work in hours and minutes, in muscular power and in thought. They will know the dig- nity of labor.
The use of such tools as saws, marking gauge, planes, try-square, drawing knife, chisels, gouges, etc., has been taught in the making of practical models.
The condition and equipment of the sloyd rooms are constantly growing better, and the boys themselves have a share in the making of improvements.
Sewing
The work accomplished in sew-
ing during the past year has been very satisfactory. The girls of the eighth and ninth grades throughout the town have been earnest and interested workers.
Several of the girls have shown me work which was done in the summer, and in most cases it was done without assistance. Many of the girls have made duplicates of the articles made in the class. Some mothers have expressed their appreciation of the work the girls have completed. These facts prove that the sewing has been of practical value.
The children have learned and applied stitches to use- ful articles, such as towel, dust-cap, aprons, bags, etc. They have learned to patch, darn, mend, etc.
As suggestions, I mention the following changes which might be made to benefit the work in the manual arts :
The boys and girls should be marked in manual train- ing on their report cards. A space should be reserved on the report cards of the eighth and ninth grades and of the High School.
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The first-year pupils in the High School should, after this year, receive credit for work in drawing.
The cloth for sewing might be bought by the town and distributed to the girls. A small price could be set on the finished article; and, if the girls care to, they should have the privilege of buying their own models.
If my visits to each grade for drawing occurred once a month instead of once in two weeks, more time might be given to manual training.
Separate classes for the eighth and ninth grades in manual training might be arranged in all the villages. This suggestion will be helpful if it is materialized when the classes become larger.
Respectfully submitted, ANNA D. MCAULIFFE, Director of the Manual Arts.
February 1, 1912.
1
Appendix
A. FINANCIAL STATEMENT. TEACHERS' SALARIES. HIGH SCHOOL.
Lee T. Gray,
$1,066.65
Genevra F. Clark,
700.00
Pauline C. Melius,
700.00
Jennie M. Linton,
680.00
Eleanor F. Toolin,
630.00
Mary Dolbear,
630.00
$4,406.65
DEPOT.
Elizabeth I. Heenehan,
$608.00
Annie E. O'Connor,
168.00
Florence M. Heenehan,
442.00
Agnes I. Mahoney,
442.00
Mary B. Dillon,
I68.00
Elsie V. Bixby,
I 54.00
Mildred M. Hartwell,
168.00
Jennie C. Roche,
480.00
Marion Bridgman,
I20.00
Mary Ledyard,
250.00
Margaret Bradley,
240.00
Beatrice Dillon,
240.00
Susan M. Ballou,
312.00
Hazel B. Caryl,
264.00
Marie Knobel,
154.00
Rose Duffy,
240.00
$4,450.00
THORNDIKE.
Katharine M. Twiss,
$608.00
I68.00
Laura V. Arentzen, Bridget Griffin,
404.00
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Natalie Jackson,
442.00
Ina D. Babb,
168.00
Mary E. Murdock,
480.00
Florence I. Sampson,
240.00
Julia G. Daley,
312.00
$2,822.00
BONDSVILLE.
Jennie C. Twiss,
$608.00
Lucy Fitzgerald,
480.00
Elizabeth Keefe,
108.00
Cora B. Clark,
480.00
Sophie Wilkie,
22.00
Helen Henderson,
180.00
Marie West,
330.00
Georgia Burroughs,
II8.80
Rena Hemenway,
452.00
$2,778.80
THREE RIVERS.
Martha A. Buzzell,
$224.00
Luna Whitlock,
432.00
Margaret Kennedy,
140.00
Nellie Twiss,
404.00
Lucy B. Twiss,
480.00
Julia G. Daley,
168.00
Flora Morey,
404.00
Bertha L. Pulsifer,
442.00
Annie E. O'Connor,
384.00
Clara B. Holmes,
264.00
Mae C. Fitzgerald,
240.00
$3,528.00
DISTRICTS.
Margaret Scannell,
$480.00
May Mahoney,
480.00
Marion Whitelaw,
168.00
Nora Roberts,
140.00
Maude V. Foley,
353.00
Hazel Owen,
55.00
Genevieve Reilley,
209.00
Mary Quirk,
238.00
$2,123.00
SUBSTITUTES.
Mrs. M. R. Sullivan,
$12.00
Rose Duffy,
40.00
Lizzie Fletcher,
28.00
62 ยท
Alzaleen Sampson,
12.00
Blanche Backus,
18.00
Mary L. Hebert,
38.00
Mildred Loftus,
6.00
Mrs. L. Chandler,
4.00
Helen O'Brien,
33.00
Elizabeth Donnelly,
80.00
$271.00
INSTRUCTOR OF PENMANSHIP.
Harry Houston,
$13.84
SUPERINTENDENT.
Lee T. Gray,
$668.00
Clifton H. Hobson,
$283.32
$950.00
SECRETARY.
Florence M. Healey,
$140.00
Clifton H. Hobson,
$849.96
Florence M. Healey,
I20.00
JANITORS.
Charles Johnson,
$1,000.12
William Smith,
440.00
Harry T. Bishop,
396.00
Charles Fuller,
396.00
Mrs. Charles Walker,
56.00
Nelson St. John,
12.50
Thomas Murphy,
10.00
Rufus Bacon,
17.50
Sara Jacunski,
7.50
$2,335.62
MUSIC AND DRAWING.
Joanna V. Cantwell, Instructor in Music,
$468.00
Anna D. McAuliffe, Instructor in Drawing, 212.50
Silver Burdette Co., music books, II.93
J. L. Hammett Co., paper, paints, drawing pencils, 86.71
W. E. Stone & Son, netting, tacks, pins, 14.97
Ginn & Co., music books, 107.0I
Boston Music Co., music books,
3.23
Anna D. McAuliffe, patterns, pictures, I.IO
The Cable Co., music books, II.88
Milton Bradley Co., raffia, drawing kits, ink, 72.67
$969.96
SEPARATION.
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James Chaffee, tuning pianos, 10.00
$1,000.00
CONTINGENCIES.
William Smith, washing towels and caring for children at Three Rivers, $21.80
Palmer Journal, cards, employment tickets, stationery, 105.75
E. F. McKelligett, truant officer, 10.00
Walcott-Cameron, furniture for High School, 6.15
Mary Dolbear, laboratory supplies, .74
M. J. Sullivan, truant officer, 35.50
Dr. A. E. Winship, speaker at Grammar School graduation, 20.00
Kinsley's Pharmacy, laboratory supplies,
4.15
Charles Johnson, caring for children at Palmer Grammar School,
18.80
Samuel Murray, 5.00
Johnson's Bookstore, covers and flag outfits,
7.00
William Kerigan, 2.00
T. J. Crimmins, truant officer,
8.00
A. F. Bennett, truant officer,
6.00
Remington Typewriter Co., typewriter rib- bon, .75
W. F. Fillmore, use of Opera House for lecture and graduation, 23.74
Milton Bradley Co., engrossing diplomas,
35.55
Worcester County Gas Co., 2.00
E. S. Brooks, clocks,
3.00
Smith Harrington, cleaning closets,
3.00
E. A. Buck & Co., brooms,
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