USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1906-1910 > Part 17
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Grose, Howard B. Aliens or Americans? N. Y., 1906
1334.23
Holt, Hamilton, Editor. Life stories of undistinguished Americans as told by themselves. N. Y., 1906 . Ingersoll, Ernest. Wit of the wild. N. Y., 1906 .
1334.26
1334.24
Lambert, John C. Romance of missionary heroism; true stories of the intrepid bravery and stirring adven- tures of missionaries with uncivilized man, wild beasts and the forces of nature in all parts of the world. London, 1907 .
1333.15
Leland, Charles Godfrey. Have you a strong will? or, how to develop and strengthen will- power, memory, or any other faculty, or attribute of the mind, by the easy process of self-hypnotism. (With addi- tional chapter on Paracelsus.) London, 1903 Lewes, M. E. (Geo. Eliot.) Essays Impressions of Theophrastus Such
1333.17
1534.17
1323.13
Patten, Simon N. The new basis of civilization: (The Ken- nedy lectures for 1905, in the school of Philan- thropy, conducted by the charity organization of the city of N. Y.) N. Y., 1907 Sakurai, Tadayoshi (Lieutenant I. J. A.) Human bullets: A soldier's story of Port Arthur: with an introduc- tion by Count Okuma. (Translated by Masujiro Honda. Edited by Alice Mabel Bacon.)
1332.10
1333.19
Seton, Grace Gallatin. Nimrod's wife. N. Y., 1907 1334.25
Shaler, Sophia. Masters of fate; the power of the will. N. Y 1906 1333.16
145
Steiner, Edward A. On the trail of the immigrant. N. Y., 1906 1333.12
Stewart, James. Dawn in the dark continent: or Africa and its missions. (The Duff missionary lectures for 1902.) Edinburgh, 1903 1533.9
Talbot, Ethelbert. My people of the Plains. N. Y., 1906
1533.8
Trine, Ralph Wald. In the fire of the heart. N. Y., 1906 1334.27
Van Dyke, Henry. Days off, and other digressions. N. Y., 1907 1534.18
Wells, H. G. The future in America: A search after realities. N. Y., 1906 1332.9
POETRY. DRAMA.
Dowden, Edward. Shakespeare. A critical study of his mind and art 1423.5
Lewes, M. E. (Geo. Eliot.) Jubal and other poems 1435.7
Spanish Gypsy .
1435.6
Bernard, Shaw. Three plays for Puritans
1423.4
BOOKS FOR YOUNG READERS.
Bailey, Temple. Judy. Boston, 1907 832.20
Bakewell, Mary E. True fairy stories. N. Y., 1902 821.23
Ballantyne, Robert M. Dog Crusoe and his master; a story of adventure in the Western prairies. N. Y., 1906 1233.21 Barbour, Ralph Henry. Wetherby's innings. N. Y., 1906 . 1237.1 Beard, Lina and Adelia B. Things worth doing and how to do them. N. Y., 1906 811.18
Booth, Maud Ballington. Twilight fairy tales. N. Y., 1906 Brooke, L. Leslie. Golden goose book: Being the stories of the golden goose, the three bears, the three little pigs; Tom Thumb. With numerous drawings in color, and black and white 821.18
821.19
Brown, Abbie Farwell. Friends and cousins. Boston, 1907 832.21 Bryant, Sara Cone. Stories to tell to children: Fifty-one stories with some suggestions for telling. Boston, 1907 832.22
Burnett, Frances Hodgson. Queen Silver Bell; as told by Queen Cross patch. N. Y., 1906
821.26
Church, Alfred J. The Illiad for boys and girls: Told from Homer in simple language. N. Y., 1907
1237.10
Cipriani, Lisi. A Tuscan childhood. N. Y., 1907
1237.11
DeMonvel, M. Boutet. Joan of Arc. N. Y., 1907
831.2
Dole, Charles F. Crib and fly; a tale of two terriers. Boston, 1905 821.22
Eastman, Charles A. (Ohiyesa.)
1907. Old Indians days. N. Y.,
1237.12
French, Allen. Pelham and his friend Tim. Boston, 1906 .
¿843.10
Garland, Hamlin. The long trail. N. Y., 1907
1237.1
Gordy, Wilbur F. Stories of American explorers. N. Y., 1907 1237.6 Greenwood, Grace. Stories from famous ballads. Boston, 1906 821.27
Henderson, W. J. and others. Strange stories of 1812. N. Y., 1907
845.15
Holbrook, Florence. The Hiawatha primer. Boston, 1898 821.20
King, Charles and others. Adventures of Uncle Sam's soldiers. N. Y 1907, .
1237.7
146
Kipling, Rudyard. Just so stories for little children. N. Y., 1907
832.16
Puck of Pook's Hill. N. Y., 1906 843.7
Miller, Olive Thorne. What happened to Barbara. Phil.,
1907 1237.5
Palmer, Francis Sterne and others. Strange stories of Colonial days. N. Y., 1907 845.13
Peabody, S. C. Step by step. Boston, 1902 .
821.24
Peary, Robert E. and others. Adventures of Uncle Sam's sailors. N. Y., 1907 1237.8
Potter, Beatrix. Tale of Tom Kitten. N. Y., 1907
832.23
Pratt, Mara L. Legends of the red children. N. Y., 1897
821.25
Pyle, Howard. Story of Sir Launcelot and his companions. N. Y., 1907
832.15
Strange stories of the Revolution. N. Y., 1907 .
845.14
Pyle, Katherine. Stories of humble friends. N. Y., 1902
821.21
Martin, George Madden. Abbie Ann. N. Y., 1907
832.17
Miller, Olive Thorne. Harry's runaway and what came of it. Boston, 1907.
832.19
Nicolay, Helen. Boy's life of Abraham Lincoln. N. Y., 1906 Otis, James. The light keeper: A story of the United States light-house service. N. Y., 1906
843.8
Ray, Anna Chapin. Day: her year in New York. N. Y., 1907
1233.22
Shackleton, Robert and others. Strange stories of the Civil war. N. Y., 1907 845.16
Smith, Mary P. Wells. Boys of the border. Boston, 1907 Steedman, C. M. Child's life of Jesus. N. Y., 1906
811.19
Thompson' Jean M. Water wonders every child should know. Little studies of dew, frost, snow, ice, and rain. - N. Y., 1907 1237.9
Tomlinson, Everett T. Winning his degree. Phil., 1905
1237.3
Tynan, K. and Robinson, Charles. A little book of courtesies.
832.22
Wells, Amos R. Donald Barton, and the doings of the Ajax Club. Boston, 1906 843.9
Wiggin, Kate Douglas. New chronicles of Rebecca. Boston,
1237.4
Atlantic monthly. 1905-1906 Vols, 95, 96, 97, 98.
Century illustrated monthly magazine Vol. 71
Harper's monthly magazine for 1904-1905 1905-1906
Vols. 109, 110, 111
Vols. 112, 113
St. Nicholas. 1905-1906
Vols. 331, 332
REFERENCE BOOKS.
Benham, W. Gurney.
Book of quotations, proverbs, and household words: A collection of quotations, from British and American authors; ancient and modern with many thousands of proverbs, familiar phrases and sayings, from all sources, including Hebrew, Arabic, Greek, Latin, French, German, Spanish, Italian, and other languages. Phil., 1907 .
Ref. R. R.
843.6
832.18
1907 PERIODICALS.
ANNUAL REPORT
OF THE
SCHOOL COMMMITTE
OF THE
TOWN OF LINCOLN
FOR THE
SCHOOL YEAR 1907
148
SCHOOL COMMITTEE
EDWARD E. BRADLEY, Chairman.
Term expires 1909
EDWARD R. FARRAR, Secretary. 1910 HENRY E. WARNER. 66 1908
Superintendent of Schools C. S. LYMAN
Supervisor of Music GRACE ROBINSON
Supervisor of Drawing EMILY L. HAINES
TEACHERS
Center Grammer
CARRIE B. CHAPIN
Center Sub Grammar
EMIE O. DAVIS
Center Primary
HATTIE B. HEATH
-
South Sub Grammar S. ELLEN BROWN South Primary I. BEATRICE FARNSWORTH
JANITORS Centre EDWARD BANNON
South MATTHEW H. DOHERTY
TRUANT OFFICER
FRED E. COUSINS
149
Report of the School Committee.
Under the authority of a vote passed at the last annual Town meeting, the arrangment for some time existing with certain other Towns for the choice of a Superintendent has been terminated, and a Superintendent has been chosen in- dependently of the action of other Towns.
At the close of the last school year, Miss Grace Robinson having resigned her position as teacher of the Sub-Grammar school at the Center in order to devote herself exclusively to teaching music was elected Supervisor of Music, and Miss Emie O. Davis was chosen as her successor.
In furtherance of the vote passed at the last annual Town Meeting appropriating $250 for the purpose of carrying out the requirements of Chapter 502 of the Acts of 1906, Dr. H. A. Wood was appointed School Physician. We regard the work done in this department as of distinct value to the schools, and we recommend for its continuance the appropriation of $150, which with the unexpended balance of $100 from the last appropriation will be, it is believed, adequate for the needs of the ensuing year.
MANUAL TRAINING.
The next step in the progress of education in this country is manifestly to be in the direction of the extension of industrial and vocational training. The pupils in our public schools are to receive a better preparation for their actual work in life, especially in the direction of commercial pursuits, trades and various branches of scientific and technical work. A
150
beginning has already been made in establishing in some of the larger cities Manual Training High Schools, Mechanics Arts High Schools and Commercial High Schools. The movement has also been carried into the grammar grades of schools in cities and the larger towns. Our own State requires that in- struction in certain forms of manual training shall be given in these grades in all Towns having a population of 20,000 or over, and many of the smaller Towns are giving such instruc- tion on their own initiative.
It is in line with this movement to give the pupils in our public schools a better preparation for the practical duties of life, as well as to lay a foundation for further industrial train- ing, that we propose when the new schoolhouse becomes available to add to the present curriculum sloyd, instruction in the use of tools, for the boys, and sewing and cooking for the girls. For this purpose there will be needed for the coming year an appropriation of $850. of which at least one- third will be used for equipment and will not, therefore, be an item of yearly expense.
TRANSPORTATION.
In our last report this subject was discussed and we invited an expression of the opinion of the Town in regard to it, but no discussion was had and no action was taken at the Town Meeting. We still have the matter under consideration, but as yet we have been unable to find any satisfactory so- lution of the many dfficulties.
In the first place it may well be doubted whether it would be wise to furnish transportation to and from school for all pupils, without regard to their ages, their physical condition, and the distance from their homes to the schoolhouse. The cost of transportation already is a very large part of the school ex- pense, and we feel that any money available for educational purposes should be applied as far as possible to the extension and improvement of the instruction rather than to getting the pupils to and from school. Where the cost of education
151
is borne by the whole community, it seems proper that the pupils themselves and their parents should expect to make some effort to avail themselves of the opportunities furnished. For healthy children, not too young, walking a reasonable distance to school ought not to be an insuperable difficulty, in fact, it ought to furnish a stimulus, and act as a moral as well as a physical tonic. It is true, nevertheless, that in many instances the homes of the pupils are so far from the school that an undue amount of energy and time would be consumed in walking. In the case of the younger children, and those who are less strong, some amount of transportation is essential, while in some cases long stretches of lonely woods make it advisable that children should not be left to walk alone.
The fact that the homes of the children are so scattered, and that the conditions change rapidly because of new children reaching school age and others giving up makes it exceedingly difficult to arrange any system of barge routes that will give fairly equal opportunities to all pupils, and any routes that are adopted must leave out many who need the accommodation while serving others who might properly be expected to walk but who use the barge because it happens to come their way. Aside from the expense of more barges, the difficulty of finding competent persons willing to take charge of them has already been refered to in our previous report. In some instances it is possible to arrange deviations from the old barge routes to meet changed conditions, but it is impracticable, to deviate far from the established lines without making the distances too great, and keeping some of the children too long on the road. In any arrangement possible with the present number of barges large parts of the Town must be wholly without this accommodation, but we are not yet prepared to recommend any additional barge routes.
There have been cases where the need for transportation was so important that we have arranged that the parents, or some neighbor, should be paid to carry the children. Possibly
152
some extension of this method offers the best solution for the present.
Where the homes are removed from the barge routes those parents, whose children need transportation in bad weather or while they are young, might arrange among themselves or with some neighbor for transportation, for which a reasonable allowance should be made by the Town. The responsibility for the care of the children and for their punctual attendance at school would then be with the parents, as it should be, and yet they would not be put to an expense not shared by other citizens. While the committee are strongly of the opinion that this method should be followed only in cases where it is really required, and that the amount allowed in payment should be so low as to discourage its being asked for except in absolute good faith, we are inclined to give it a trial in the hope of relieving the present situation, and are prepared to consider such plans if presented to them by any parents or groups of parents.
The reports of the Superintendent of Schools, of the Sup- ervisor of Music, and of the School Physician, with the usual statistics, are herewith submitted.
HENRY E. WARNER, EDWARD E. BRADLEY, EDWARD R. FARRAR. School Committee.
153
Report of Superintendent of Schools.
To the School Committee of the Town of Lincoln :-
In presenting my first annual report, with but half a year's knowledge of the Lincoln schools, I can touch upon only a few points, give my impression of some of the immediate needs, and tell of a few improvements which we are trying to make. I do not believe in overturning a school system, the evolu- tionary process is better. Each year should see some im- provement in the work, a forward step in at least one line. We have plans well thought out and under way for improvements in three or four lines; and, when we move into the new build- ing next September, I hope new subjects of great importance may be added to our curriculum.
NEED OF MANUAL AND INDUSTRIAL TRAINING.
In the earlier days of New England a large majority of the people lived on farms and were almost self-sustaining. The mother and her daughters not only kept house and cooked, but they took the wool, which was cut from their own sheep, spun and wove it into cloth and made the family clothing; they made their own linen, bedding, soap and candles. The father and his sons cultivated the land, raised a variety of crops and domestic animals; they slaughtered their own cattle and cured the meat; they repaired the buildings, vehicles, and harnesses; they made their own rude sleds, many farm im- plements, and some crude household furniture. Each did his part of the manual labor and grew strong, efficient and
154
selt-reliant. The farm was an industrial training school for both boys and girls, and in many homes moral and religious instruction was given. History and literature testify to the great value of this home education. For their intellectual training the children were sent to the little red schoolhouse, where of course little was taught besides the "three R's," the condition of the times regulating the curriculum.
Gradually but inevitably a great change has come over the country and we are facing new and vastly different conditions. The invention of labor-saving tools and power-machinery, the building of great factories in place of small shops, the sub- division of labor, the general use of cheap machine-ınade . articles once made by hand, and the concentration of large numbers of people in cities and villages, the influx of peoples of many races and divers ideals, all these things have changed to a marked extent the life of the people and their home con- ditions. There is little chance to-day for our children to gain a manual training at home. And with newspapers, magazines and books in almost every house, and free public libraries in every Town, there is less need to devote all the school time to book study.
I quote you from George H. Martin, Secretary of the State Board of Education :-
"The most effective agency in the intellectual development of a boy is not the study of books. It is experience in some form of productive industry. It is making something or doing something that has value in itself when it is done. Not only does he acquire skill of hand, but, what is of much more im- portance, he gets an idea of the elements involved in all pro- ductive processes, namely, material, labor and time; he gets some basis for estimating values in terms of cost; and he ac- quires that quality which is the mark of the master workman, -power to see the end from the begininng, and to trace the line which connects the two. Feeble at first, but gaining strength as his work broadens, he acquires a comprehensive grasp that marks the thinker.
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- If this experience is gained as a partner in the industry, to his other acquisitions are added a social element, a sense of comradeship in effort, and of obligation to his comrades to do his part. Loyalty to the organization grows out of such effort.
The man who goes back to the old farm, and says, as he looks about, "Father and I cleared that wood-lot. That's the wall we laid; how well it has stood! We made that old harrow and that ox-sled, and we built that old hen-house,"-got out of that experience tired but deft hands, a brain to plan and a will to execute, and a sense of partnership in a piece of useful work."
Massachusetts has become a great manufacturing State, but other States and foreign countries have become our sharp rivals. Many of these competitors have great natural ad- vantages over us in situation and fertile soil. We must bring our food stuffs, fuel and raw materials from long distances; this means large freight expenses. If we are to maintain our position and continue to prosper, we must manufacture finer, better and more artistic goods. In order to do this, we must have better trained minds and more skillful hands. This means that our public school curriculum must change. It is no longer sufficient to give our children an intellectual edu- cation; we must give them manual and industrial training, and some scientific knowledge of farming, soils, the production of plants, and rearing of domestic animals.
The new building will enable us to meet these new demands. We have plans well formulated so to extend our curriculum that the Lincoln children will enjoy the best education that public schools can give. There will be suitable rooms for manual training, sewing and cooking, and plenty of space in the large yard for a school garden.
MEDICAL INSPECTION.
Complying with Chapter 502 of Acts of 1906, Revised Laws of the Commonwealth, the Town appropriated $250 for the employment of a School Physician, and the School Committee
156
appointed Dr. H. A. Wood. He has done his work well, making weekly visits to our schools, and has thoroughly ex- amined the children and the buildings. When any diseases or physical defects were discovered, he has sent notices to the children's parents, who were advised to seek medical aid. Dr. Wood has himself been consulted by the children, and has brought relief to them; for example,-two cases of ring worm and several cases of toothache have been relieved. Whooping cough, which attacked some of the children of the South School gained but little headway, and now seems to be checked. Physical records for each child are kept on suitably prepared cards, which will greatly aid us in future inspections.
In reference to the buildings and their care, he has made a number of recommendations, some of which have been carried out, while others will be attended to later. With the build- ings in good sanitary condition and the pupils carefully watch- ed by one who can quickly discover symptoms of disease the physical condition of the children should greatly improve, and this will react beneficially on their intellects. There are cases on record where marked intellectual awakening has followed the removal of physical defects.
PRACTICAL WORK IN GEOGRAPHY.
For a long time I have felt that more local work, and better and more extended work in locational and commercial geog- raphy is needed in the public schools. We are therefore enlarging and improving our course in geography. The pri- mary children use the sand table, and with sand or sawdust, blocks, pasteboard, and other materials, make models of Indian and Eskimo villages, and later, of that portion of the village near their own school. They put in the streets, brooks, ponds, and hills, then locate prominent buildings with blocks. For several weeks, a little work is done each day, and if a mis- take is made in the plan, the children are sent out to observe that particular place. They come back eager to construct the map correctly. All this time they are learning to observe
157
accurately and to reproduce in minature, what they see. Later they draw a map of the same district on the blackboard, then on paper. To make sure that the pupils understand the meaning of local maps, others are drawn beginning at the Town Hall, the Public Library, railroad station, or some other important place in town as a center.
While this work is progressing, there are talks about direc- tion, local industries, trade, physical features, surrounding towns, weather, the seasons, and other phenomena connected with geography and nature. Pictures, postal-cards, various utensils, and local history, are all brought into use. Some of the poems the children learn and the literature they read often contain suggestions that set them talking freely about their geographical work.
When the fifth grade is reached a good foundation is laid for the study of maps and books. On an outline map of Massachusetts, Lincoln and surrounding Towns are located, then Boston, which is connected with the home Town by railroad. Then there are talks with the use of pictures, about Boston being the great center of trade for New England, as the stores and markets are the center of trade for Lincoln. Other cities are located, and their relation to Boston, to trade, to agriculture, and to manufacturing, are carefully studied. At the same time, physical conditions, coast, harbors, rivers, valleys, mountains, are studied, and the influence of these physical conditions on the location, industries, and growth of the cities, is made clear. Along with this we study the local history of Eastern Massachusetts which is so full of patriotic interest, and which teaches lessons so important and far-reach- ing in the growth of our country and the development of democratic government.
This same plan is extended to the study of New England, the United States and other sections of the world. The great centers of trade and manufacture are carefully located, and reasons for their particular location are studied. The means of communication, routes of travel, and transportation take
158
much of our attention. The various cities and countries are compared and contrasted with one another and with their own condition in past ages. The regular school geographies, books, magazines, pictures, globes, wall-maps, are all freely used. Stories about children and people of other lands are read and told. Both teachers and pupils are interested in the work, and good progress is being made.
READING.
The great work of the lower grades is the teaching of read- ing, for the ability to read easily and understandingly means the opening of all other lines of knowledge. We are spending much time, thought and energy in trying to teach reading better and more rapidly. The primary teachers are greatly interested in the new method and are pushing it with much vigor. This effort is meeting with success, and we feel sure that in three of four years our children will read much better. As soon as the children in the lower grades can read without difficulty the other subjects can be taught in less time and with much less fatigue. When this is accomplished, the Lincoln schools will be of greater value to the Town.
THE VALUE OF STORY-TELLING.
There is no way by which information can be so easily and interestingly imparted to children as through story-telling. When a story is well told there is no trouble to remember it. Many stories inculcate common sense or teach a moral in a subtle way without undue obstruction, so that the lesson un- consciously sinks deep into the child mind. Other stories greatly help us to remember facts of historical events. The children, by retelling the stories, gain confidence to talk before the class, and acquire a larger and better vocabulary. Then, too, the hearing, the telling, and the acting of a story give the children much pleasure. I believe their school life should be made happy, and they should feel that work and study are a
159
part of the blessings of life. The story and music periods often produce much the same effects as the recess, resting the children and relieving the nervous strain that often hinders good work. We have therefore greatly increased our story- telling, especially in the lower grades. While on my rounds, I have often told the children stories, and now they frequently ask for a story, and I feel that five or ten minutes can be very profitably spent telling one.
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