USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1898-1902 > Part 35
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Term expires 1902
Superintendent of Schools. W. N. CRAGIN.
Supervisor of Music. ANNIE M. BARNES.
Supervisor of Drawing. MARGARET E. HILL.
TEACHERS :
Centre Grammar. CARRIE B. CHAPIN.
Centre Sub-Grammar. MARY H. ALCOTT.
Centre Primary. NELLIE M. NEWTON.
South Sub-Grammar. S. ELLEN BROWN.
South Primary. HATTIE B. HEATH.
JANITORS :
Centre. GEORGE L. CHAPIN. South. JAMES H. WELSH.
TRUANT OFFICERS :
LORENZO E. BROOKS, HERBURT W. FARRAR.
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Report of the School Committee.
To the Citizens of the Town of Lincoln :
The valuable assistance of the Supervisors, to whose ap- pended reports you are respectfully referred for technical information, reduces the report of your committee to a somewhat perfunctory detail of the efforts made by the Board to maintain, and as far as possible improve the school system of the town. A yearly rehearsal of existing con- ditions is required by statute and may be of interest to the citizens.
For the protection of the town's property, as well as to secure the safety and comfort of the pupils in trans- portation, and, we might further add, to more properly represent the respectable status of the community, it was considered not only expedient, but a profitable investment to have the barges thoroughly renovated. A public convey- ance will suffer quite as much from lack of paint and general neglect as the carriage of a private citizen, and may be pre- served for long years of usefulness if treated with the same consideration that would be accorded the property of an in- dividual.
It was also thought to be good management to retire one time-honored vehicle that had served its day and generation, before it reached the absolute collapse that inspired the famous poem of our beloved Doctor Holmes, and replace it with one of more substantial mould and more creditable ap- pearance. As the consolidation of the schools is without a question a settled matter, it seems incumbent upon the com- mittee to carefully provide for the comfort and safety of the
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pupils who are by force of circumstances compelled to pat- ronize the barges.
The repairs on the school buildings deserve mention, as they involve the expenditure of some money and may be classed among the unavoidable needs that must be provided for. The South schoolhouse had reached the state of ques- tionable appearance in its outer dress, which demanded re- habilitation. A wholesome coat of stain and paint, not only ornamental, but suggestive of preservation and economy was resorted to effectively. The ceilings and walls were also becoming defaced by the dripping water from a defec- tive roof and called for immediate attention. The remedy came in the form of new zinc and shingles, and it is now sound and water tight and should remain so for many years.
A serious problem confronted your committee in the guise of inadequate heat, especially in the west room. In ordi- nary winter weather, the room could be made comfortable by forcing the furnace to its utmost capacity, but during a severely cold or windy period, the proper heating of the room became an utter impossibility, and the ante-rooms were entirely without heat. The grave question presented itself of how the defect might be obviated without a complete change in the heating system, which would of necessity in- volve a considerable expense. Careful investigation, aided by a private experiment, which resulted in an unqualified success, proved a solution to the problem.
As the furnaces had been in use for many years, with little done in the way of renewals, it seemed desirable to have them thoroughly overhauled and repaired as a sound basis for further operations. The renovating process proved all that could be desired with the furnace of the east room, as it has the advantage of the morning sun, and is protected from the fierce winds by the other half of the building. The furnace of the west room needed additional help, as the extra cold generated by the northern exposure could not be successfully counteracted. Relief came in the form of a radiator running the entire length of the room, on the cold
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side, and so placed beneath the blackboard as not to interfere in the least with its use by the pupils. Smaller radiators were also placed in each of the ante-rooms, greatly adding to the comfort of the cold fingered boys and girls and materially assisting in the heating of both school rooms. The heat is furnished by pipes running from a hot water section placed in the fire-pot of the furnace.
Three very desirable features present themselves in con- nection with this system; plenty of heat in the severest of weather; no interference with the quantity of fresh air, as the furnace supplies the same amount as under the previous conditions, and a consumption of coal even less than before.
Thus we avoid the disastrous results which have befallen many a household, as a consequence of "a cold house and a leaky roof."
The repairs at the Centre have been of an incidental sort with the exception of a change also in the heating facilities of the Main School building. A decided lack of this life- giving current became noticeably prominent, as a menace to the health and comfort of teachers and pupils, and to the peace of mind of parents and committee. A complete reno- vation of the smaller furnace and a change of location in every way increasing its efficiency, effectually settled the vexed question. The writer had the extreme pleasure of seeing the thermometer in each of the two rooms register 70 degrees of heat a half hour before the opening of the school on the coldest morning of the winter.
While it may savor somewhat of monotonous detail, your committee feel again called upon to make some suggestions, relative to the Centre School accommodations, from which inferences may be drawn.
Should the citizens of the town deem it expedient to defer the construction of a new school house until a satisfactory location be chosen, the material out of which the building is to be constructed, whether of wood or brick, settled upon, and also until the High School reaches the numerical propor- tions sufficient to make its return to the home town desira-
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ble, the favorable conditions of the present structure are as follows : The school building is sufficiently large to accom- modate the grades that are now attending, the ventilation is of the extreme modern type, the heating system, as at pres- ent arranged, is fully adequate to the needs, and the rooms are well lighted and cheerful.
Adversely, the location is very undesirable, inasmuch as there is no playground, and the pupils are compelled to use the roadway, the churchyard, and in a measure to encroach upon the bounds of private property. The building itself has a mouldy appearance, as it needs paint, and the sani- tary conditions are of the most primitive kind. The small hall where the primary school is domiciled answers the pur- pose in a way, but is by no means an ideal room for a school, since the light is bad on dark days, the ante-rooms far too small and the portable blackboards inconvenient.
As the expenses of the past year have been materially in- creased on account of the needed repairs in buildings and carriages, and some bills carried forward, your committee would recommend an appropriation of not less than $6000 for the coming year.
Regarding the High School, your committee are firmly of the opinion that the present method of conducting it is de- cidedly to the advantage of the pupils for reasons that have been stated in previous reports, viz. :
The limited number of pupils, the extremely small classes, the lack of interest that would consequently follow, and the increased expenditure that would be unavoidable in maintain- ing a modern school at home, such as the law of the common- wealth at present demands. On the contrary, the present arrangement gives them the advantages of a perfectly equipped school and at a minimum expense, the cost per pupil aggregating, approximately, $61.50 per year. While the cost per capita may seem large, it must be borne in mind that the equipment of the school at home would involve the same outlay with the few that are now attending at Con- cord as would be required to support a school of double the
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number, since the daily exercises would be the same in either case, and the same corps of teachers required. No pupil was graduated at the close of last year's term, and but two will be available this year. We are informed by Super- intendent Eaton that the Lincoln pupils begin their work in the Concord school with a preparation quite equal to the av- erage graduate from its own grammar department, and that their progress will compare favorably with the same number of pupils from that school; a decided admission in favor of the efficiency and meritorious work of our teachers, and the judicious oversight of our superintendent and his assist- ants. It is gratifying to note the steady increase for the last three years in the number of our High School pupils. Should the ratio continue, we would soon be far in advance of the percentage which stands as a matter of official record with the State Board of Education. Your committee are further of the opinion that a High School in Lincoln would not include all of the twenty-three pupils that are now at- tending at Concord.
In our report of last year, a probable change in text books was referred to, if found to be expedient. After careful exam- ination, a new arithmetic was decided upon and we hope for the results which naturally follow a judicious change in any direction. The system of reading introduced in the pri- mary grades has proven satisfactory and we look to the fu- ture for a marked improvement in the higher grades. Fur- ther changes have been made of minor consequence. Of all the text books, the advent of the new arithmetic may per- haps be considered of the greatest importance, as the study of mathematics has a forcible bearing upon the after-life of the average pupil. Habits of exactness and accuracy, which are of the utmost importance in a business life, must necessarily be formed, from the very nature of the study, in addition to the practical uses to which this valuable science can be applied.
While we would in no way speak disparagingly of the many courses of study which have been added to the school
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curriculum during the last few years, we are still inclined to the opinion that the three R's of " ye olden time " may be classed as the real essentials, and emphatically so when the student life ends with the grammar school, as in the case of seventy-five per cent of the pupils of our State. To be thoroughly versed in the use of numbers, to write well, and we mean this to include not only penmanship, but a clear, direct and grammatical expression of thought, to read with facility and understandingly, we believe to be a better equipment for the duties which a busy life may impose upon one, than to have a smattering of many subjects and be less proficient in these essentials. To that end it seems im- portant that the selection of text books bearing upon these subjects should be of the best and that much personal atten- tion be given to their use.
It is authoritatively stated that the pupils in some European countries leave the common schools with a far more thorough knowledge of the subjects referred to, and a greater proficiency in the language and literature of their country, than do our American boys and girls. This may be explained perhaps, in a measure, by a class distinction, which does not exist with us, but which, in their case, draws a dividing line between the youth whose education is re- stricted to the common school and the pupil whose birth and social position require a University training. While this is un-American and would not be tolerated in our country, in their case the extra care to make proficient a knowledge of the essential studies, serves a good purpose, inasmuch as its tendency is to elevate and refine the humbler walks of life, render the vocations which are the result of a limited education more enjoyable, and produce a better state of society. These suggestions are based upon the assumption that a thorough and substantial understanding of the sub- jects referred to, will not only fit the recipient for a respec- table position in the world, but will increase his desire for further knowledge, to be acquired after the school bell has ceased to be a reminder of study. The few years spent in
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school can only lay the foundation upon which the life struc- ture is to be built. How much depends upon the soundness of that foundation ! A love of good literature is engendered by a knowledge of its forms and meaning; without which the charm of pure diction and graceful expression is occult and meaningless. Unless the reader is a master in a way of the proper and grammatical forms of his own language, he will have little appreciation of the pleasure to be gained from the excellent books that are within the grasp of every one. This principle may apply to any subject which de- pends upon a knowledge of its merits for a place in the human heart or brain. The finest orchestral music is but a mass of meaningless sound to the untrained ear. Without a knowledge of unique composition, correct drawing and purity of color, a great picture may be looked upon with the utmost indifference.
Admitting the practical advantages to be gained from a substantial grounding in the essential studies, we must not overlook the moral effect which cannot but follow a con- scientious effort to do well what is undertaken. The habits formed in youth have a potent influence in mature life, and may lead to success or failure. Much depends upon the start. Here a thought presents itself which seems worthy of consideration. What means shall be adopted to render the start a success ? If all temperaments were alike, a hard and fast rule might be made that would govern the school collectively, but unfortunately for the governing rule, human nature must be dealt with as it is found, and individual cases be considered instead of a collective body. In any case an equal amount of proficiency could not be attained since natural ability decides in a measure the progress of the in- dividual scholar.
It is self-evident that the first move on the chess-board of childhood is made by the parent, and the later efforts of the teacher are either handicapped or benefitted by the indiffer- ence or willing co-operation of the presiding genius of the household. The disposition of the child should be a matter
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of careful study, and means should be adopted to suit the exigencies of the case. Studious habits and an ability to ac- quire, are sometimes the natural instincts of the child and no urging on the part of either the parent or teacher seems necessary. An extremely sensitive nature may develop in another, with a desire to please both parent and teacher, but being unfortunately possessed of less ability, encouragement rather than words of reprimand are abso- lutely needed for health and success. In still another type of the " genus homo," and one which is always in evidence, indifference to study, and a love of everything else are the predominating characteristics. It goes without saying that this form of humanity taxes the ingenuity and tries the patience of all concerned with school management. He may be endowed with natural ability, be possessed with all the elements of health and strength, in fact, be a fit subject to sur- mount any obstacle which might appear as a hindrance to his progress ; still the spark that should kindle the fire of am- bition and put in motion the best efforts of nerve and brain, lies dormant and sluggish for very need of a motive for action. To supply that motive, to kindle that spark into a flame, the light of which will disclose the possibilities of the future, is the noble prerogative of the teacher.
In the public schools of our country the opportunities for such display of skill and ability are numerous in the extreme. To this end the graded school was established, that no lag- gards should be left by the way if force of actual require- ments could arouse the energy., stir the pride, and create in the mind of the indifferent pupil an appreciation of the dire results of his neglect.
There comes a time in the life of almost every boy who has carelessly allowed the privileges for a substantial educa- tion to flit beyond his grasp, when the full meaning of the term ignorance will fall upon him with stunning effect; when regrets for the wasted time of those years that were set apart for his exclusive use by the law of the land, will be his constant companions.
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Could the needs of the future be fully understood by the immature youth, there would be less examples of failure to grasp the golden prize which our public schools freely offer to every race and color, and which is wholly responsible for the remarkable evolutions from the humblest and most ob- scure walks of life, to the highest positions of trust and honor.
If the right cord be touched the spring of motive power may be set in motion and the end be accomplished. In animal life, hunger furnishes the principle of action, as selt preservation is the universal instinct governing all classes and conditions. The ingenuity may be taxed severely to encompass the difficulties, a supreme effort is often required to overcome the obstacles that lie in the path, but although devious ways may mark the course, the trend is always in the direction of success, as all are moved by the same incen- tive for action and recognize no defeat.
In conclusion we submit that the conscientious efforts of teachers, the wise provisions that have been made by earnest and painstaking educators to surround the pupil with the most effective methods of school instruction, will fall far short of a successful issue, without the moral support and co-operation of the parents.
JULIUS E. EVELETH, EDWARD R. FARRAR, GEORGE F. NEWTON.
Committee.
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Report of Superintendent of Schools.
To the School Committee :
Gentlemen :- Herewith is presented my second annual report as Superintendent of Schools.
The past year has not been in any sense a notable one as far as school matters are concerned. Our attendance has been reasonably good; no cases requiring severe discipline have arisen, we have been able, with a single exception, to retain the same teachers, who have served the town so ac- ceptably in the past. Early in the year the teacher of the South grammar school, owing to illness in her family, was obliged to give up her school work for a time. . As the date of her return was uncertain, a substitute was employed in her place ; and, later, as her return was delayed, still an- other substitute was employed, till finally, when it became evident that she was not to return at all, a regular teacher was engaged and placed in charge of the school. The work of this school, then, was directed by four different teachers during the year, and as might be expected, comparatively little was accomplished. It was not the pupils' fault, it was not the teachers' fault, but it was not a profitable year for the pupils of that particular school. The misfortune, how- ever, was only temporary ; for at the present time no school in town is doing better work than this one.
As the number of pupils at the Centre was small and the number at the South quite large, it was thought best to transfer the sixth grade from the South to the Centre school in order to keep the numbers in the various rooms as nearly equal as possible. This may be only a temporary arrange- ment, but for the present year at least it seems to be best.
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Some changes have been made in the work of the schools which it is hoped may make for progress. Briefly they are these-First ; a change in the method of teaching the children to read. This was referred to in our last report, as at that time it had just been entered upon. At that time it was possible to state only what we hoped to accomplish, now, after a year's trial we can begin to speak of the results of our work.
The chief objection to the old method was, that few of the children ever learned to read fluently, ever really mastered . the mechanical part of reading. It is a common experience for pupils in the higher grammar grades to stop short in their reading when they encounter a new or unfamiliar word, utterly at a loss to know what to call it. As scarcely a paragraph can be found that does not contain one or more words that are unfamiliar to pupils of grammar school age, it follows that there can be no good reading until the pupil is furnished with a key which will enable him to give to each new word a name, to pronounce it at sight and with measurable correctness. The purpose of the plan which we are following is to furnish the pupil with this key to the pronuciation of words, to so master the mechanical difficul- ties of reading that his mind shall be free to absorb the thought of the printed page and to concern itself with the proper expression of it. The process by which we seek to accomplish this result is a simple one. First, the pupils in the lowest grades are taught the sounds of the letters of the alphabet and of certain groups of letters which are of fre- quent occurrence in our common words, then they are taught to blend these sounds by pronouncing them with in- creasing rapidity until the word itself is produced. After this has been learned, the ability to pronounce new words is merely a matter of practice and is easily acquired.
We hope, in the first four years of school life to teach our pupils to read ordinary prose readily at sight, and the first year of our effort confirms our hope. The second grade pupils have already acquired considerable ability to pro-
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nounce new words by blending their separate sounds ; and there is a noticeable improvement in the readiness with which the children of the first and second grades read. An- other year should produce a still greater change, and as these children advance to the higher grades I think that we may expect better reading in the schools.
Of course the mere ability to pronounce words does not necessarily mean good reading ; but the lack of it does make good reading impossible. It is not our aim to train elocu- tionists in the schools, but it does not seem too much to ex- pect that the pupils in our higher grammar grades should be able to read fluently and understandingly and with such ex- pression that the casual visitor can, (without a book in his hand) understand and enjoy their reading.
Second :- We have changed our text-books in arithmetic and with that change in books we are entering upon a change in methods of teaching the subject. While we can not speak of the results of our method till time shall have re- vealed them, yet we may properly state the reasons which prompted the change and the ends which we are seeking to attain. For a number of years past there has been a general complaint that the graduates of our high and grammar schools are not accurate in their computations, and have little ability to solve the ordinary, simple problems that occur in everyday business transactions. While it is prob- able that the facts do not justify the general complaint of . inaccuracy and inefficiency, yet there is certainly some ground for it. Considering the amount of time that we give to the teaching of arithmetic in the public schools, the re- sults obtained, in power to use numbers correctly and under- standingly, are small. Too much of the school room number work is purely mechanical, and to the pupils' mind it is a mere wilderness of figures, while the magnitudes and ratios which they represent are never clearly impressed upon the child's consciousness at all. Under these condi- tions there can be no intelligent reasoning on the part of the pupils. The most that we can hope to attain is a certain
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mechanical dexterity in the use of figures and even that we have not secured to any great degree for we have not in- sisted sufficiently upon accuracy in the use of numbers, and the problems in our arithmetics have taken too wide a range and have come to include too many unnecessary sub- jects. The whole subject has become too complex and discursive.
It is in the hope of making it simpler and less abstract that we have made the change. Our method will emphasize the fact that it is quantities, magnitudes, ratios, that we are dealing with, not meaningless figures; that the operations of arithmetic have to do with things, not mere symbols. It will also concentrate the thought of the pupils upon the es- sentials of arithmetic - measurements, denominate numbers, fractions and percentage - introducing them all early in the course and pursuing them together by easy steps and con- stant reviews until they are understood, using many easy problems to illustrate the principles taught, and insisting upon accurate work on the part of the pupil. By these means we hope to secure better results from our work in numbers.
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