USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1898-1902 > Part 7
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If we value the future success of a large part of our youth, who today make up our public schools, we cannot afford to withhold opportunities that inevitably lead to practical results and may give rise to the most refined enjoyment. A noteworthy fact bearing upon this sub- ject may here be ,mentioned to our mutual advantage and information. A legal enactment for 1898 requires the introduction of sloyd and other branches of manual training into the elementary schools of all towns in the State of over twenty thousand inhabitants.
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As a sequence to the changes already referred to, the labors of the teaching force, have been materially lessened. Not in the sense of a reduction in the number of hours spent in the school room, or a diminution in the feeling of concientious care and responsibility which attends this most arduous and brain-wearing profession, and which is more exhausting to the vital forces than the actual labor of conducting the daily exercises. We refer to the relief from the confusion of overcrowded rooms and too numerous recitations, and the ability to arrange time allotments for the various duties of the day, without feeling that the watch tick was too rapidly dissipating the valuable hours, or to phrase it more concisely, being able to arrange a systematic course of work that would give to each department its proper time and to each pupil a profitable amount of personal attention. To say that the teachers have taken advantage, one and all, of these improved conditions to further the interests of their various departments, and to do their full duty as conscientious instructors, is only crediting them with the approval to which they are fairly entitled.
The compulsory use of the Town Hall in bringing about these desirable changes, detracts somewhat from the sense of satisfaction that would otherwise find lodyment in the hearts of the executive board. A feeling akin to mortification must of a necessity fill its place.
To comment on the desirability of exchanging the hall for a suitable school building at the present time would undoubtedly be a waste of words. Nothing could be added to previous recommendations that would bear an additional weight, as our present con-
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ditions are even more favorable to good results than at any former time.
With our existing accommodations we can lay no claim to lack of space, as no room is overcrowded and no change would be made in the grading under our present enrollment. In fact, the present code of management would remain intact, were our faculties ever so good.
The matter of sentiment, however, is still a live issue and is undoubtedly indulged in by all good citizens, who have an honest pride in the preservation and appropriate occupation of this landmark of noble generosity on the part of a respected townsman, that adds so much to the honor and prestige of his native town.
The present buildings are in fairly good repair, some money having been spent on the Center house previous to the opening of the fall term, giving it a comfortable and cleanly appearance, at least inside. The tinting of the walls and ceilings and the dressing of the black-boards followed as a practical result, the advent of a water-tight roof.
As the South school building will undoubtedly serve its present purposes for many years, some improvements should be made in its sanitary conditions. The play- ground in its present form hardly meets the require- ments for which it was intended, and should receive some attention. To this end your committee recom- mend an appropriation for the ensuing year equivalent to that of the past.
In all departments of business or industrial pursuits the term " profit and loss " is much in vogue. Fortunate the man whose anticipated income is not seriously
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effected by the prominence of the latter column. None escape altogether. The management of schools can hardly be exempt from the common lot of enterprises, depending
largely upon judicious management and also aided by the turn of fortunate circumstances. In this connection reference can be appropriately made to the resignation of Miss Harriette B. Sawin as a loss to the Centre School. Her many years of valuable service cannot fail of being appre- ciated by all who have interested themselves in the reults of her conscientious efforts. A strict attention to the call of duty has marked her career throughout, and won for her the confidence and respect of Com- mittee, pupils and associate teachers. She carries to her new field of professional labor the best wishes of her friends.
A loss was also sustained by the South School in the resignation of the grammar teacher Miss Bessie F.Moore, who had reached a high standard of excellence in her management. The interruption in the middle of the term proved the most serious feature of the loss incurred,as the vacated position was soon satisfactorily filled by the engagement of Miss M. Agnes Mattocks, who conducted the school with marked ability for the remainder of the term. As in the case of Miss Moore, the tempting offer of a single grade school with contin- gent promotions in a much larger town, ever proves an alluring bait which can hardly be resisted.
Fortunately for all concerned, the primary department is still under the second year's management of Miss Hattie B. Heath and has suffered no interference with its uninterrupted success. While the Center School must be charged with a loss, it may be credited in the profit column with the continuance of the two remain-
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ing teachers Miss Chapin and Miss Newton, whose increased responsibilities were undertaken cheerfully, and have been discharged in a highly satisfactory manner.
As an endorsement of the valuable services of Mr. Archibald, assisted by the teachers, we have but to make reference to the charming musical entertainment given by the children in June last, as many parents were present to judge for themselves.
While the graduation in June of the following pupils, Miss Lalia E. Bent, Miss Alice D. Welch, Mr. Thomas A. Calkins and Mr. James Lennon, marked the closing days of the High School as a home institution, we trust that the good results of such a training may still be appreciated and even enlarged upon, under the more favorable conditions which surround the present class ; that inspiration, even, may be drawn from the broader field of observation and the larger scope of personal contact.
It is by comparison with the keener intellects, which are met in large collective bodies, that we discover our own deficiencies. The competitive instinct exists to a greater or less degree in the breast of every intelligent scholar, but unless stirred by the spirit of emulation may die of inanition.
To arouse this spirit to aggressive action; to recognize no attainments beyond the reach of honest effort and industrious application, to yield to no one the palm of superiority, without contesting its possession, should form the motive principle governing all methods and laws pertaining to free public instruction.
JULIUS E. EVELETH,
EDWARD R. FARRAR,
1
Committee.
FRANCIS R. JONES,
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Report of Superintendent of Schools.
To the School Committee of Lincoln :
GENTLEMEN :- The ninth report of the superin- tendent of schools is herewith respectfully submitted.
ATTENDANCE.
Under the above head your attention first directed to the following :
STATISTICS.
Number of children in town between five and
fifteen years of age according to the enumeration May 1, 1898,
160
Number May 1, 1897, .
143
Increase, 17
Number between eight and fourteen according to the enumeration May 1, 1898, . 107 ·
Number of pupils enrolled in the schools, 196
Number enrolled last year, .
199
Decrease,
3
Number enrolled under five years of age,
0
Number enrolled over fifteen years of age, 24
Number enrolled between eight and fourteen years of age, 108
Average membership of all the schools, .
173
Average membership last year, 153 ·
Increase, · .
20
.
Average attendance, .
.
157
Average attendance last year, 138 .
Increase, 19
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Per cent. of daily attendance based on average membership,
· 90.76
Per cent. of attendance last year, .
·
90.73
Number of buildings occupied, . .
3
Number of school rooms occupied, . 6 ·
Number of regular teachers employed,
.
7
Number of special teachers,
2
The figures for this year vary in some respects considerably from those of last year. First, in the number of children in Town. The difference here probably indicates a more accurate enumeration for this year rather than an increase in school population, since the enrollment in the schools is substantially the same as last year. Second, the difference of twenty in membership and nineteen in attendance with practically the same enrollment indicates a greatly improved school attendance, due, undoubtedly to some extent, to a stricter enforcement of the school-attendance laws.
In this connection it is important to note the recent changes in these laws. " Acts of 1898, Chapter 496, Section 12. Every child between seven and fourteen years of age shall attend some public day school in the town or city in which he resides during the entire time the public day schools are in session · provided that the superintendent of schools . or teachers acting under authority of said superintendent of schools may excuse cases of necessary absence."
The law provides that pupils may attend school in another town.
"Sec. 34. The truant officers of towns and cities shall inquire into all cases arising under Sections 11, 12, 24 to 26 inclusive, and 31 of this act, and may
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make complaints, serve legal processes and carry into execution judgments thereunder.
A truant officer of any town or city may apprehend and take to school without warrant any truant or absentee found wandering about in the streets or public places thereof."
CHANGES.
In my last report were made the following recom- mendations : Either that the High School maintain an English and a classical course of studies each of four years in length, meeting college preparatory requirements, and that suitable room and adequate teaching force be provided to carry this into effect ; or, " that the school be closed, and the pupils be sent, at the Town's expense, to some High School where these advantages are provided." I stated that these recommendations were likely to become legal require- ments by the passage of a bill then before the Legislature. That bill has become law and these recommendations are now demanded by Public Statute. The second plan was adopted by the committee.
The change thus 'made has proved of undoubted advantage to our High School pupils. By this plan the Town now provides its pupils with High School privileges equal to those enjoyed elsewhere in the State. The High School is not alone for the children of the wealthy and the privileged; it is the just right of every child in whatever class or condition in life.
Said Secretary Hill in an address before the New England Association of Colleges and Preparatory Schools last October :
" To be sure, we now and then hear it said that the merest elements of an education will do for the toiling
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millions. Why should humble John Doe go to High
School ? It is enough that he can read and write. What more does he need for plying the hoe or pushing the plane ? To fill his horizon with tantalizing mirage effects, to fire his plebeian soul with vain longings, to sow discontent in his simple life, to train him to impatience under his natural leaders- in short, to school him above his station-this is bad both for John and the community he should serve. Training the masses beyond their station! It is high time that under a popular goverment like ours the use of this word ' masses' in any sense that excludes the user from the masses of which he speaks or that prompts him to say ' they' and not 'we' should cease. Who are these superior beings that presume to sit thus in judgment upon their fellows, to assign them to classes, according to their high pleasure, to set for them metes and bounds beyond which they shall not go ? By what right, under our form of government, does any human being dare to say that I must grovel while you may aspire, that the primary school must suffice for my children while the University is for yours, that I must serve while you must rule ? A believer in an aristocracy, a monarchy, the divine right of kings may, perhaps, consistently venture to dispose of you and me, of yours and mine, in this summary way, but not a believer in a democracy, a republic, the divine right of the people. Indeed, Article six in the Massachusetts declaration of rights records the deliberate and carefully expressed convic- tion of the people that 'the idea of a man born a magistrate, lawgiver or judge is absurd and unnatural.' "
The change in the High School permitted other changes of even greater benefit to the schools as a
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whole, viz : Placing the Centre Primary as a distinct school into the room in the Town Hall - temporarily we trust - previously occupied by the High School, thereby relieving the crowding and confusion in the Centre Schools; and the extension of the grammar school course by the addition of another year, as recom- mended in my last report. In the ninth grade, thus added, Latin, algebra, book-keeping and literature are taught, and the work in arithmetic and grammar is extended, thus furnishing to pupils who do not go beyond the instruction given in the lower schools the best training possible under existing conditions, and at the same time properly preparing pupils for High School.
The classification of the lower schools into nine grades, arranged with three grades and about thirty-five pupils each in five separate schools is the best that can be made under present circumstances. This is the result : during the eight years I have had charge of Lincoln schools, they have not been conducted so pleasantly, so efficiently, and consequently with so good results as during the fall term -since the above changes were made.
TEACHERS.
The Town has had the advantage of an excellent corps of teachers during the entire year, and I wish to bear testimony to the splendid service they have rendered. It is to be regretted that changes should have occurred at the close of the fall term. The schools experienced a serious loss in the resignation of Miss Sawin. She has rendered eight years of faithful, devoted, efficient service in the schools of Lincoln.
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Laboring much of this time under trying and often discouraging circumstances, she was always loyal to duty and ever mindful of the moral as well as the mental welfare of her pupils, and is deserving of high approbation.
MUSIC.
The fact that " eighty-five per cent. of the public school children of the State are in schools that have special directors of music" indicates such a general recognition of the value of this branch of public instruc- tion as to entitle it to a permanent place in the school curriculum. The value of music in Lincoln schools is more appreciated as instruction in it continues. The singing of the children has constantly improved under the direction of Mr. Archibald, as their public perform- ances abundantly testify.
For the result secured and the plan of conducting the work, you are directed to the appended Report of the Director of Music.
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Report of Supervisor of Music.
To MR. L. T. McKENNEY,
Superintendent Lincoln Schools.
Good progress has been made in the music of the Lincoln schools this year. The present arrangement of the grades gives a much better opportunity to develop the work as it should be, and I am glad to report that the singing in the various grades is much better than any previous year since my connection with your schools.
More attention is being paid to individual work in singing. By this means the general standard of the schools has been raised and the class work is much improved. The short time allowed for music does not permit of as much individual works as I would like, but I do not see how the time can be lengthened with the present school curriculum.
At Christmas time the children in the Centre Schools gave a very pleasing entertainment in the Town Hall, entitled " Christmas Eve," music by Chas. E. Boyd.
The solos and choruses of this cantata were given with a spirit and life, which showed what children can do with music when they are interested and are pro- perly directed. The parents and friends present expressed themselves as much pleased.
By the removal of the High School to Concord, my work in the Lincoln schools is readily done in one-half day, giving each room a half hour's lesson.
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This leaves the balance of the time for the regular grade teachers, to be divided equally between the other four lessons.
Thanking you and the School Committee for your generous support in my work, I am,
Yours truly,
F. W. ARCHIBALD, Supervisor of Music.
DRAWING.
The importance and value of drawing as a part of the public school system is shown in the fact that it is required by law to be taught in the public schools, and that a State agent is employed for this subject, but for no other.
While I place a high appreciation upon music in the schools, I am convinced that drawing is of even greater value, and I congratulate the Committee and the Town that the services of a special teacher has been employed in this important subject. It is too early yet to speak of results. Indeed we should never look so much for results on paper as for the mental and moral growth, and the development of an appreciation of what is beautiful and good in ornament, design and color, in both art and nature, that will result from right instruc- tion in this subject.
The work has been well outlined and placed on a firm, broad basis that promises to give it a prominent place in our schools.
Its scope and plan is admirably stated in the appended report of the director of drawing to which public attention is earnestly invited.
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MR. LEWIS T. McKENNEY
Superintendent of Schools.
In compliance with your request for a report on drawing in the public schools, I submit the following:
So short a time has elapsed since the subject of drawing has been placed under special supervision, that it is difficult to report upon what has been accomplished. Therefore it will perhaps be better at this time to state our aims in this department, and the media and methods through which we work to attain them.
The term " drawing" as applied to what is done in the public schools is often used in its narrowest sense, and the purpose of the work misunderstood.
We do not teach drawing or art in the public schools with the idea of making artists, any more than we teach language, or literature, and music, with the hope of making writers or musicians. Neither do we aim at a " manual dexterity" which used to be the ideal and is now to the person who speaks of his neglected art. education in these terms : " Why I can't even draw a straight line." A cleverness of the hand is not our aim.
Among the things that we do try to accomplish through the study of form, representation, color, design, and the history of art, the elements of which are all included in the term drawing, are first, as in the study of music and literature, general culture, a good public taste, an appreciation of excellent things in form and color which should result in the exclusion of the bad and the choice of the good ; next-to cultivate the mind, the eye and the hand; to form habits of close observation ; to perceive and express more and more ; to invent and create new forms ; and to make and read. working drawings.
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Whether or not children have talents in the arts, they all have tastes, and the elevation of these is one of the most important ends of education. It is said that the natural taste of a child is generally excellent. Unfortunately it is frequently so soon perverted by his surroundings, by lurid picture books and toys, by being told often unwisely. what is and is not good ; that his natural preference has no chance for unprejudiced development and his individual taste is destroyed.
To cultivate individual taste the critical sense needs exercise. The judgment should be trained to recog- nize wisely and feelingly what is and is not good in his surroundings, and make his preferences good. This is' one of our first motives. Not that we would form in our pupils the habit of continual finding of fault in their criticism. On the contrary, he should be rigidly taught to look for merits first, and faults afterward. Nor is it our purpose to develop art critics in our schools. We try rather to arouse an appreciation and enjoyment of everything fine with which they come in contact.
How does the study of drawing in the schools tend to accomplish these results of general culture, appre- ciation of good taste and individuality ?
Mental growth of any kind comes through the exer- cise of the faculties. We cannot truly understand or appreciate any but the simplest things, until we have ourselves worked in these lines. One who has com- posed music, or who has constructed a locomotive, or who has plead a case, or who has made a drawing or design, understands, appreciates and enjoys these things far more than one who is unfamiliar with them. We never fully enjoy what we do not fully comprehend,
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and we cannot truly appreciate any work of art until we have worked along a similar line, or a beautiful from until we have tried to represent one. We may rarely or never visit picture galleries but ornament is the art of every day ; and day in, day out we are surrounded by it, and can make no escape from its influence. Good or bad it pervades every object, and most of us cannot shut our eyes and decline to take heed, although there be all about us forms and colors which an observ. ing man would evade if he could. The daily contact with honest, real art must be less demoralizing to the taste than the continued contact with pretentions, effected and false disfigurement -it cannot be called ornament.
The question therefore is neither insignificant nor one which concerns only the wealthy few, but all of us, however little inclined toward the arts, før we are all compelled to ornament our dwellings, our belongings and our persons.
The tabular form below may indicate what topics we desire to study as soon as practicable, not what we are as yet prepared to undertake, for it has been decided that rather than attempt to do too much the first year we should strive to do a few things well, and in good time introduce the other departments.
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GENERAL PLAN OF THE COURSE IN DRAWING.
Plant form.
Models and objects. Perspective elements.
Appearance :
Pose. Composition. Outdoor Sketching. Copies.
Form.
Structure :
Geometrical drawing. Working drawings.
constructive.
Design,
decorative.
standards.
hues.
Ornament :
tones.
Color,
harmonies.
schemes. illusions.
Artists and their work. History of art.
The study of color in all grades has so far been ommitted. It will be taken up as soon as possible for the purpose of accomplishing a fine discrimination in hues, tints and shades, and a conception and application of some of the principles of harmony.
The tendencies of the classes is so strongly toward a mechanical habit that it has been thought best to
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omit that branch entirely for a year. Picture study will probably be taken up late in the year.
Our needs in beginning the work are many. Some of them are as follows :
We need the active interest not only of the pupils and teachers but of the whole community. We need picture and cast reproductions of works of art. We need much illustrated material, and gifts or loans of current or back numbers of the best illustrated magazines, textiles of good design and color, beautiful and common objects to use as models.
Without the co-operation and sympathy of the regular teacher the special teacher can accomplish but little in his line, which is often a serious difficulty and an added burden to the many already carried. I heartily acknowledge the faithful, interested and enthusiastic spirit which prevails and has been exer- cised to a remarkable degree by the teachers of Lincoln.
Very respectfully,
MARGARET E. HILL.
BUILDINGS AND SANITATION.
It is not necessary to to renew my recommendations for better building accommodations. They have been reiterated in these reports until my opinion in this matter is well known, their necessity, too, is fully appreciated by the committee, and clearly understood by the community. I am constrained, however, to say that the sanitation at both the Centre and South is such as ought not to be tolerated in these days of progress in public improvement. At the South water and drainage with closets placed in the basement
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should be provided at once. At the center I would recommend that no money be spent for this purpose until permanent building changes are made, which, I presume, is contemplated in the near future.
VALUE OF THE SCHOOLS.
Is it charged that the schools are too expensive? I would ask, is there anything of value under Heaven that does not cost something ? Heaven itself costs the noble effort of self- control and self-denial.
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