USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1891-1898 > Part 37
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We regret our inability to register a larger number of promotions to the High School at the beginning of the Autumn term. But three pupils were admitted. The Committee are, however, happy to report a more en- couraging outlook for the future, with a prospective class of ten or more to swell the decimated ranks of the school another year. We sincerely hope that these pupils may take full advantage of the opportunity offered them while age and conditions are favorable.
The High School continues under the charge of Mr. Small as during the past year, and bears the impress of prosperity in everything but numbers. Six pupils were graduated in June, viz. : Miss Mary L. Wheeler, Miss Jennie B. Bent, Miss Mary A. Dec, Miss Katherine F. McHugh, Miss Jennie M. McHugh, and Mr. Clifford B. Whitney. A part of the class, however, seemed loth to retire from the healthy and genial influence of teacher and surroundings. A disposition on the part of these pupils to remain another year and take a post-graduate course was met with en- couragement by a majority of the Committee, not alone as a favor to the few ambitious scholars, but as a privilege to which they were fairly and justly entitled, if not by a statute of the Commonwealth, at least by the unwritten law of common usage regulating the proper needs of a higher and broader education.
We might here remark that in all communities where full value is attached to the importance of a High School train- ing, a period of four years is accounted the shortest avail-
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able time for a profitable course of study commensurate with the requirements of such a school. The laxity and indiffer- ence with which this subject is treated in many sections of the state, has aroused the friends of education to the importance of legislative interference and ere long we hope to see the youth of this commonwealth sharing alike in the benefits of our public schools, regardless of town, county or section. Granting this, and inasmuch as our present system admits of but three years as a complete course, it is plainly obvious that, although in a sense an innovation, the admitting of this fourth-year class is but simple justice due the High School scholars of Lincoln, and only places them ou an equality with their more fortunate neighbors in adjoin- ing towns. It should not be to the disadvantage of our youth to be reared and educated in this delightful locality. There should be no vantage ground across our border. Where nature is lavish, art should not be laggard.
Again, the course pursued by this class cannot fail to stimulate the ambition of others who may follow after, and even now, its salutary influence on the entire school is notice- able beyond a question. To carry out this plan effectively and obtain the best results, it was found necessary to employ an assistant, although an attempt was made, for the sake of economy, to conduct the whole management with a single teacher. For the good of all concerned this plan was soon abandoned.
A question might here be raised, and justly, as to why an additional teacher was required in consequence of so small an increase of scholars. The answer may be construed as fol- lows : A small school has the same number of classes, a corresponding round of recitations, and consumes the same amount of the principal's time as does a large one, and as an assistant is important in every large school, it can readily be seen that the addition of an extra class to the regular work would render such aid indispensable in the case at issue. A further question regarding the disproportionate
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increase of expense to that of pupils might be answered in this wise: Only one-half of each school-day is given by the assistant to the entire work, and three-fifths of that time is devoted to the better carrying out of the regular school instruction, leaving but two-fifths of each half · day to be consumed by the invading class. Thus it is plain that the actual amount of time credited to the post graduates is re- duced to a minimum, and the whole school is also receiving a benefit proportionate to its share of the extra expense. The old adage, " What is worth doing at all is worth doing well," seems to lose nothing of its original force. To fill this important position your Committee were fortunate in securing the services of a recent graduate of Mt. Holyoke, Miss Anna P. Sherman.
As a result of the improvements made in the school build- ings during the previous year, very little was found needful in the way of repairs, merely contingent items which occur yearly.
It became necessary, however, to make several changes in the barge system, inasmuch as the increase of pupils for transportation rendered the South and East barges in- sufficient for their respective demands. To remedy this condition of affairs, the old East barge was advantageously disposed of, a transfer made of the South barge to the East district, and a more commodious and stronger vehicle pur- chased for use at the South district. The carriages are now in good condition, having been newly curtained and made comfortable for stormy and severe weather.
Referring to the increase of scholars for transportation, we are reminded of the fact that the same increase extends to the school-room, and, as the walls are somewhat arbitrary in their construction, not admitting of the same manipulation possible to the barges, an extension of its limited space is impossible. In fact, extra desks would have been found absolutely necessary in the grammar room during the pre- sent term, but for the removal of two or more pupils to a
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distant town. Considering the natural yearly increase of the past, it seems fair to presume that the future will deal with us as generously. Not wishing to be presumptuous, we would predict a much larger ratio of increase in the years to come. The plan of centralization is, without a question, a step forward, and admits of no retraction. The desirable results are noticeable in a marked degree, and prove the theory of contact and example, as advanced by all students of education. The attempt at grade separation, as far as it could be carried out with our limited space, has eliminated many of the objectionable features which formerly existed in the school management. A manifold increase in improve- ment could still be made by a further subdivision, but un- fortunately our present quarters will not admit of the needed change.
Among the existing evils caused by restricted space, perhaps the most prominent and most severely felt- is the loss of a year of valuable time to every pupil in the grammar department. Every scholar enters our High School handi- capped on this account, and he is debarred absolutely from admittance to an out-of-town high school. Another year must be added to his grammar school training to insure a promotion. It is perhaps well understood that all properly conducted public schools of the present day require nine years in the primary and grammar grades; while our system admits ¿of but eight, and with our present lack of room we are destined to continue robbing our children of the most valuable year for study of their school life. A still greater importance may be attached to this ninth year inasmuch as many of our pupils close their student life when they retire from the grammar school. To such, the time is invaluable. It will be impossible to raise the standard of our schools to the perfection desirable, under the present conditions.
Now if we consider our situation to be an impediment to progress, and if we are interested in the welfare and advance- ment of our schools, we ask in all candor if it requires a prophet to predict the absolute needs of the near future. A
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physician may diagnose your case ever so well, and inform you wherein lie all impediments to good health, but if he prescribes no remedy for your malady, he does you little good.
There is a help for our diseased school system ; a com- modious school building which will allow the introduction of modern school methods, and, until we have such, the serious loss previously mentioned must continue as a con- sequence. Furthermore, it is well understood that the Town Hall was the only available refuge for the overflow of the Centre School. The Committee asked for its temporary use in view of that fact, and as a last and only remedy for the existing disabilities attached to our schools. The grant- ing of its use was of vital importance to the management at that time, and still continues to be indispensable. But how long a period of time does the word temporary embrace, and shall we continue indefinitely to encroach on the good nature and sentiment of the public generally, not to mention the closer friends of the donor, bearing in mind that we have no other possible recourse at present? We leave these few suggestions to the consideration of our townsmen, feeling assured that the present nebulous and vapory formation will, in the near future, assume tangible and definite shape.
Again referring to the skilled supervision of schools, it seems fair to state that the matter has been a subject for discussion and honest difference of opinion since its first inception. Twenty years ago the cities of Massachusetts occupied the same position relatively that the towns do to- day, viz., a majority in favor of, and a large minority op- posed to, the system. What seemed problematical and vague at that time, on account of its apparent invasion upon the duties of the regular School Board, has since been ac- cepted as a valuable auxiliary to the army of educational workers. To-day the cities, as well as the large towns, are practically a unit in favor of the Superintendent for the edu- cational management of the school-room, relegating the School Committee to the executive department. No layman
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can possibly keep in touch with the duties required of the skilled professional, whose entire time is devoted to the- grading and classifying of schools, the preparation of courses of study, the selection and management of teachers, and the numerous other requirements so indispensable to the profit- able management of a modern school.
The good results obtained from this method in the cities and metropolitan towns were quickly noted by the enter- prising villages, and as a consequence, the formation of groups in lieu of the larger communities followed so rapidly one after another, that to-day, according to the report of the State Board of Education, but nine per cent of all the schools, representing but six per cent of all the pupils of this Commonwealth, are under the old method of adminis- tration. As the expense of such supervision could hardly be børne by the individual towns, and for the purpose of encouraging the formation of these unions, a law was enacted making the state responsible for an amount equivalent to two-thirds of the salary of the average superintendent. This applies only to the collective formations, and not to the single towns employing their own superintendent. These latter must bear the entire expense without the state aid. As a result of the above-mentioned figures, and inasmuch as a majority of the towns, unable to form satisfactory unions, were in favor of so doing, the State Board of Education, the State Association of Teachers, the Governor, and many other prominent men interested in the most approved methods of education, heartily urged the enactment of a law making compulsory the formation of groups and the employ- ment of superintendents. While the bill introduced failed, for various reasons, to become a statute of the Common- wealth, its passage in the near future seems almost assured. The key note has been sounded, and like many another in- spiring strain, heralds the coming of innumerable followers. The advance of improvement may, for a time, be held in check, but can never be turned back or vanquished.
Granting the hypothesis to be correct, and should the Town of Lincoln decide to retire from its present group, the
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geographical position would be rendered somewhat unique. Surrounded entirely by towns either employing their own superintendents, or belonging already to other group forma- tions, our town would stand quite alone. We wish here to emphasize the fact that but four towns can be successfully grouped together, and that the fourth place in our present union would, in the event of an adverse decision, be imme- diately filled by a waiting town. Now, considering the advan- tages to be gained by our present arrangement, including of course among other important items, the trifling expense incurred, would it not be sound judgment to continue for the present with our existing method ?
In conclusion, your Committee would earnestly request an impartial examination of the suggestions made in their report, fully realizing that much of its substance may not be in full accord with the popular sentiment of the town. Where large expenditures of money are involved, it behooves all good citizens to examine closely into the actual require- ments as proposed by any committee or board of town officials. On the other hand, if in the judgment of such officials the proposed needs and requirements actually do exist, and the deficiencies are an impediment to the progress and general thrift of the community, no honest body of public servants would feel that they had discharged their full trust or fulfilled their entire obligations if such suggestions were withheld. However well meaning, their propositions might not meet, for various reasons, with full approval. Among the most prominent, perhaps, we might mention the econom- ical administration of town affairs. No citizen can more fully appreciate the entire meaning of this term or place a higher value on the results of judicions expenditures than your public officer. Still, his careful investigation of the subject at issue, and a feeling of responsibility as to its logical treat- ment, may more fully impress its importance upon his mind. A careful examination into the future may outweigh a snap judgment ; and a seemingly extravagant expenditure may appear in the light of a future economy. All great im- provements are made with a view to prospective needs.
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What subject deals more largely with the coming prosper- ity of a thriving town than the question of public schools ? What adds more to the reputation of a community than this one item of town administration ? What stimulates its growth to a greater degree than to be known as an intelli- gent and refined community where a high value is attached to education ? Does the inquiry of the prospective resident in regard to the schools of the town signify anything? Is it not the first question propounded by him, and if answered satisfactorily is not the value of a homestead enhanced in his estimation ? No one point of excellence is referred to with . more pride and satisfaction by the resident of a town than a well conducted and efficient school system.
Your Committee offer these suggestions as an object lesson to the community at large, and as a partial key to their estimates of needs and requirements. The esteem in which our Commonwealth is held in all parts of the intelli- gent world is based almost entirely upon its high standard of education. No citizen of Massachusetts can forego a feeling of pride and satisfaction in the home of his nativity, who has ever registered his name in a foreign country. A reputation for intelligence and refinement travels farther, and carries with it more weight of influence, than does that of wealth, as it bears no impress of accident.
With a full seuse of the importance of an education to the rising generation, and conceding the lack of real earnest intention on the part of the average youth, it behooves us to examine into the existing conditions by which his school life is surrounded, and aid in every way in developing a desire for, and an appreciation of, the only acquisition which can never be taken from him, and which will serve his purpose well in the absence of all other helps to fortune and good citizenship.
JULIUS E. EVELETH, - EDWARD R. FARRAR, Committee.
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MINORITY REPORT.
I heartily concur with all that is said in the report of the majority of the School Committee, save upon one subject, and that is of such vital and far-reaching importance and consequences that I cannot conscientiously remain altogether silent, although I am aware that I am one of a very small minority of those who have deliberately considered the matter.
The question between a three or four years' course in the High School is of grave import in more ways than one. The fundamental principle underlying our whole system of free public instruction is, I take it, to ensure that each generation as it grows to maturity shall have a good working education that will fit the youth to do their work in the world and enable them to understandingly determine political issues. It is obvious that this principle has been so far extended today, that it is necessary to go beyond the limits reached by prior times and carry the education of each child to the point where, if the pupil has any gift or predilection for either of the sciences or humanities, that talent may be discovered. It is useless to discuss whether this extension is wise in practice or sound in theory. It is an accomplished fact, from which no retrogression is practicable or even possible. But to go beyond this limit seems to me to be unwise, undesirable, and socialistic in such a community, at least, as ours. If a pupil has real talent, he will surely find some way to develop it. I believe that nothing can be more unfortunate than for the ordinary run of boys and girls to reach the equivocal position of being fitted for college and never going there. At that stage they have acquired a smattering of many things, and an elementary introduction to some great subjects, all of which, if not carried further, are worse than useless. Their time has been consumed in
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looking through gateways, which lead for them nowhere. Their minds are bewildered by a multitude of subjects, the very meaning of which they necessarily imperfectly under- stand, and they are unsettled by their transitory view of fair fields to which they may never come. But greatest of all they know not any one thing well, and have no firm grasp on any subject. I should much prefer to see the course in the High School cut down to two years than extended to four.
The practical question of finance leads to the same con- clusion. If the town of Lincoln cannot or will not appropriate more money for the use of the public schools, in my judgment the sum allowed can be far more profitably expended in improving the teaching force and facilities and efficiency in the Grammar schools, of which there is great need, than in extending the course in the High school. The fundamental requisites for the intelligent understanding of things as they are, will always be taught in the grammar schools of Massachusetts, and it is of the first importance that those requisites should be taught thoroughly in order that they may be learned lastingly.
In conclusion, I cannot refrain from adding a few words from the Statutes of the Commonwealth in regard to the lack of adequate accommodation afforded by the present school houses. By Public Statutes, ch. 44, sec. 46. Every town is required to " provide and maintain a sufficient number of school houses .... for thé accommodation of all the children therein entitled to attend the public schools," and a town which refuses or neglects to comply with this requirement " shall forfeit not less than $500." In other words, neglect by any town to provide sufficient accommodations for pupils is made a penal offence.
FRANCIS R. JONES.
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Report of the Superintendent of Schools.
To the School Committee of Lincoln:
GENTLEMEN :- I herewith submit my seventh annual report of the schools, for the year 1897.
Believing that the average citizen understands the public schools less than any other department of town business, it has been my aim in these reports to make as plain as possi- ble, in brief space, the Work, Condition and Needs of the Schools, and at the same time bring all matters of import- ance connected with the schools to the attention of the School Committee.
To that end this report will deal with school matters under these three heads, and public attention is earnestly directed to a consideration of the same.
WORK OF THE SCHOOLS.
No innovations have been attempted in the school work during the year. Effort has been directed rather to securing better results along existing lines.
History. The change in the method of teaching history, explained in my report three years ago, is proving an improvement over the former plan. The following advan- tages may be fairly claimed for the new method. Pupils learn more history and less text-book ; they study more for the thought, less for the words; they acquire a more com- prehensive view of the subject, and read more understand- ingly.
Penmanship. This is to be said of the system of vertical penmanship introduced in the fall of 1896. An expert penman can produce no such beautiful writing in the vertical, as he could in the slant hand. But pupils are not experts ; those who could write beautifully under the slant system were rare, and few who could even write legibly. On the
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other hand, nearly all pupils readily write a good legible hand in the vertical system. This system, too, admits of a better position at the desk, and, I believe, of greater rapidity also, when fully mastered.
To secure the best results, two things of the greatest importance should be insisted on, viz : An upright, easy position should be constantly required until it becomes a habit; and the arm combined with the finger movement should be carefully and persistently taught.
This system thus taught will secure ease, rapidity and legibility - the three essentials of good writing. To acquire a good, permanent, practical hand-writing pupils should give as careful attention to the penmanship in all written work as when writing in the copy books.
Spelling. It has been claimed that the spelling in the schools now is not as good as it was a generation ago. This has been refuted by comparing papers that came from schools in this and other counties in Massachusetts twenty or thirty years ago, with papers taken from the same schools during the past few years. The comparison was found favorable to the present. It is quite possible, however, that the pupils of that time, in the "spelling match," could have spelled down the pupils of the present.
The spelling in school then was for the most part oral ; now it is for the most part written. The one is as much a mistake as the other. To spell only orally gives little opportunity to make any practical use of spelling, and the pupils ability to spell appears to a disadvantage in his written work. On the other hand, only written spelling enables the pupil to make but little use of the sense of sound in learning to spell, and confines him almost wholly to the sense of sight; in other words, he is able to use but half his natural means of learning to spell; but he has a better practical use of what he has learned, and will appear to better advantage in his written work. In oral spelling the pupil's own pronunciation greatly facilitates the use of his sense of sound, and making a slight pause after each
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syllable as he spells, gives him an important advantage that he does not have in written spelling, and teaches him also to properiy divide words into syllables. In a word, oral spell- ing teaches to spell ; written spelling applies what is learned. Combine these methods and the best results may be secured. The lesson should first be spelled orally, then written. Per- fect spelling lessons should always be required, and any words missed in the recitation should be learned by the pupils missing them before studying the next lesson. Frequent oral reviews should be given in spelling matches, and all misspelled words should be learned by those missing them.
In all written words accurate spelling should be required, and constant reference to the dictionary should be taught.
Language. Those who gave attention to the exhibit of school work in the Town Hall last June have some idea of what is being done in language instruction, as well as in other subjects.
I am confident that improvement has been made in this subject during the last few years, especially so in some schools. But much yet remains to be done in the way of better language teaching. We are far from bed-rock princi- ples, far from the simple methods that lead to direct, definite results.
Writing and spelling are only means to the more important end of written expression. As the end is more important than the means, so is securing it more difficult.
The instruction should be simple, direct, progressive. From the time the child enters school he should be taught to know and to make simple, complete, statements ; taught to talk fully, freely, correctly in all of his oral work. Then he should be taught to write as he speaks-to " talk with the pen."
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