USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1915-1919 > Part 14
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The girls have a basket-ball equipment, and there are swings, teeters and a giant stride for the use of all the pupils.
We keep constantly on hand a variety of balls, bats and other play material, as we believe the right kind of play does much toward the education of our children and improvement of their health.
The teachers take turns in supervising the yard and the play of the girls and small children, this insures every child having a share in the games and getting much needed exercise. Much free play is also encouraged.
In winter the hill on the northeast side of the school building furnishes good coasting. As we insist that all pupils leave their rooms at recess and noon intermission, they have much time for open-air play.
Gymnastic Exercises
The school physician reported a number of cases of narrow chests and defective standing and sitting posi- tions, and recommended corrective exercises. The com- mittee made a rule that each teacher devote fifteen min- utes daily to such corrective exercises. To give sufficient time for this, fifteen minutes were added to the school day on Monday, Tuesday and Friday. The teachers are faithful and energetic in observing this rule. We hope for much improvement in the children's posture, and also in their health. Dr Wood reports that a large number of the children in all schools throughout the country need corrective exercises, but that too little is being done in this line.
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School Physician
The school physician and occasionally a nurse under his direction have done much for the physical comfort and health of the children. The nurse has shown the children how to keep clean and neat, and free from some of the physical troubles which beset so many children. Both parents and children should gladly welcome this aid to physical improvement.
Each year the school physician examines all the pupils and when serious defects are found sends cards to their parents. Some of the parents heed this warning and have the defects remedied. There are still too many children whose eyes and teeth need attention, but the parents do not realize the importance of these warnings. By remedying these defects in early childhood the health and vigor can be greatly conserved. Good health is a great aid to vigorous thinking. Many a child has been changed from a dull to a bright pupil by having his teeth or eyes or tonsils given proper attention.
Short Sessions
In 1911 we began our present daily schedule with a short school day, beginning at 8.45 A.M. and closing at 1.15 P.M. (now 1.30 P.M.), with fifteen minutes recess at 10.15 and twenty minutes at noon. But on Wednesdays and Thursdays, when we have our manual training and household arts classes, we close an hour later (2.15 P.M.), and have a noon recess of 45 minutes. With these short hours there is little danger of any pupil becoming fatigued, so we have been able to speed up our work in all classes. There is no time for play or idleing during school hours. Every one must keep busy to get his work done.
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Teachers
We have been fortunate in securing many good teachers during the decade, but too often some of the best teachers have remained in town only a few terms. We hope that the larger salaries which we are now paying will in future retain the services of our best teachers for many years. The only way to maintain good schools is to secure and retain good teachers. As I go through the school each week I find the children busy studying or giving their attention to the recitation. They are gaining the valuable habit of concentrating their minds on the work in hand or giving attention and taking part in the subject for class discussion. This is one of the most valuable results of our education.
Some of our teachers have taken such deep interest in their pupils that they have visited their homes to meet the parents and become acquainted with home condi- tions. This enables them better to meet the children's needs in school work. When we remember that some homes are three or four miles from the school, these teachers deserve great credit for their efforts to learn more about the children. On special occasions the parents have been invited to the school and after the exercises have met teachers and superintendent and talked about the children and their needs. This has been beneficial to all concerned. I hope the people will meet the teachers socially and make their life in town so pleasant that they will wish to remain with us.
The Three R's
We recognize the value of "the three R's" and give them much attention in the grades. The greatest work of the lower grades is the teaching of reading, for the
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ability to read easily and understandingly means the opening of all other lines of knowledge.
In 1907 we introduced a new system of reading in the primary grades, which the teachers carefully studied and in the use of which they became very proficient. We have revised and added to this system to meet our special needs and we use a large variety of books and other reading material. The little children quickly be- came interested in their reading lessons and made rapid progress. I believe the primary children have made a gain of one full year in the power to read, and this is a modest estimate. As soon as the pupils can read without any great difficulty the other subjects can be taught in less time and with much less fatigue.
We are constantly struggling to improve the penman- ship of our pupils. Besides the regular work at school we have recently inaugurated the plan so successful in business schools of having the pupils practice the daily lesson at home and bring the sheets to the teacher for inspection. Good penmanship can only be acquired and retained by careful and continued practice. High school and college students often go backward or even destroy their earlier penmanship habits by scribbling while taking notes. As some pupils who do well in the super- vised penmanship period, often write poorly when work- ing on other lessons, the teachers must be constantly on the alert to correct such bad habits.
We have continually tried to make the arithmetic work practical, accurate and rapid. The aim in the first four grades is to master the four fundamental processes, with a little work in fractions, become familiar with simple measurements used in common business tran- sactions, and to gain the power to work simple problems. Playing store with the use of toy money and a variety of articles, furnished by advertisers and the children,
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has familiarized the pupils with the problems of buying and selling and making change. The grammar grade pupils continue the measurement work, especially in connection with their manual training, sewing, drawing and cooking, and gain a knowledge of fractions, decimals, and percentage with their most practical problems. We believe it best to spend our time on the arithmetic which is in constant use and skip the puzzling and exceptional problems which only mathematicians use. We use several books to secure a large number of examples and problems suitable for each grade and the Thompson Minimum Essentials for rapid, accurate drill lessons. We are also following the methods of checking our work in the fundamental process followed by many business firms. These methods are so simple and so generally used in the best business houses that each child should acquire the habit of always using them and so feel sure that his work is correct before leaving it.
Language
Each teacher has a copy of Sheridan's Speaking and Writing English, which contains many excellent sug- gestions for daily language work. Our aim is to have the children form the habit of using good, clear English in expressing their thoughts, both orally and in writing. As many children often hear poor English at home and among their companions, this work is very important. All through life the ability to use good English will add much to their success and happiness. This is one of the most difficult subjects in the curriculum, and requires careful teaching and constant drill. Before leaving our schools we hope each child will be able to write a good letter.
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Literature
We have been making the study of literature very prominent. Much good literature is read by the pupils during the regular reading period and for outside assign- ment. Beginning with the first grade, each class learns many short poems and memory gems which inculcate noble sentiments in the most beautiful language.
We have also made lists of poems for each grade, which contain beautiful and correct pictures of natural phenomena or historical stories of great people and im- portant events. Some of the poets have described typical days of the seasons, varieties of the weather and the beauties of nature in such strong, vivid language that the reading of these verses transfers one in imagina- tion to the season or climate or locality described. I have had many of these poems typewritten and placed in the grade teachers' hands to be memorized by their classes. In this way literature is correlated with both geography and history. This correlation has added much to the interest and effectiveness of our teaching.
We have exercised great care to select poems suitable to the age of the pupils and have been fortunate to find many which the children greatly enjoy. Surely such teaching is worth much to the children. They are storing in their minds many of the treasures of our best literature, which will have a beneficial influence on their lives. They will be able later to quote freely from these literary gems and so add force and beauty to their writing and speaking. This memory work adds many choice words to their vocabulary.
We try to make this recitation period one which the children will thoroughly enjoy, so that they will acquire a love for good literature. We have had a large degree of success.
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Geography
We have developed our study of geography into one of the most practical and self-developing subjects in the whole curriculum. This study is taken up in such a way, that from the beginning it is within the children's grasp and arouses their interest in and desire to know more about the earth and its relation to man and his progress in civilization.
We begin by observing, studying, and comparing home environments and the various natural phenomena that are interesting to children. Excursions are made to fields and woods and the things observed are studied in the class room.
Sandboards are built up to represent different occupa- tions and home life, including our own. In working out these models, the children get such deep impressions of the life and scenes portrayed that they will never forget them. They draw maps of the local models and then of larger areas around town and later of states and countries. The map thus is full of meaning to our pupils.
By studying the physical features, the industries and the mode of travel, etc., of our own locality and then gradually reaching out to surrounding towns, the state, New England, our nation, North America, and finally to the whole world and by constantly making compari- sons, our children's horizon gradually widens, their imagination and knowledge greatly increase, and their power to think and reason grows enormously.
We begin the work on foreign lands in the lower grades by the study of home and child life, of various peoples, using pictures and stories, many of which can now be easily obtained. While doing this the children build sand table models of this home life or construct large posters to represent the same. Children love to make things, to build what they study. It makes the
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work more interesting and enables them to remember the lessons longer. This method also stimulates their desire to know more about the world and its people.
History
Our study of history is also made interesting, practical, and broadening. We pass lightly over many of the less essential events, but emphasize and study carefully the great and far reaching events and the men whose lives have vitally influenced the world and man's prog- ress. There are many series of events which are so interrelated that by their study we can trace man's rise politically or industrially, or educationally, or along some other line, as surely as we can walk up a flight of stairs, step by step. This method of studying history develops the power to select the essential points, to compare and to judge of their worth. It will also teach the students how to avoid the mistakes of the past and to apply right principles in their future acts. The pupils like this method better than the old senseless memory method, and gain much more from such history work.
Current Events
We constantly correlate geography and history with each other and with current events. The happenings of today become the history of tomorrow. Geograph- ical conditions often control historical events.
The year (1908) that the United States fleet went around the world, we followed its movements and studied the various cities where it stopped, also the country back of these cities. Pupils and teachers brought papers and pictures to school, all of which were put upon the bulletin board and used in the recitations.
As soon as news came of the great Messina earthquake, the regular work in geography was dropped for a time, and all the upper classes, studied Italy, Sicily, the Med-
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iterranean regions, and the causes of earthquakes. The disastrous floods in Ohio and Indiana in March, 1913, turned our attention to the Ohio valley and the study of the United States weather maps and the causes of floods with their effects. When some startling story was published about Mexico, the pupils took up that un- fortunate country.
During the past two and a half years the seventh and eighth grades have given much attention to Europe and Asia Minor and the other parts of the world immediately affected by the great war. The newspapers and maga- zines have contained many well written, valuable, and interesting articles about the warring nations, their land, people and industries, their cities, buildings and art treasures. Many of these articles are well illustrated and, for a time, often took the place of text books. We are neutral and devoid of bitterness in handling this question. We study geographical conditions, peoples, events, and not the disputed causes of the war, race hatreds, battles and slaughter. There is no wrangling or ill feeling on any of these war questions in our schools.
We have forty copies of that excellent little weekly paper published for schools, "Current Events," for our four upper grades. The children read this with much interest and keep informed on the most important events in present day history. The teachers bring in maga- zines which, with their illustrations, are a great aid in this work.
This connects our school work with real life and present day interests. The children learn more in a week than they would in a month studying dry facts; and what they learn is of such vital interest that they remember it.
Larger Appropriations Needed
The high cost of living is no respecter of persons. Teachers have to contend with adverse financial condi-
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tions as well as other workers, yet manufacturers and others have raised the wages of their employees. Why should not the teachers have their salaries increased? Teachers, as a rule, are poorly paid. Every good teacher earns much more than her salary. It is high time that we recognized the worth of the teachers to the com- munity in a substantial way.
The prices of coal, books, papers and other materials absolutely necessary for good school work have greatly increased during the past year. This is especially the case with papers. We use large amounts of arithmetic paper, and various kinds of cheaper writing papers, all of which have increased in price from 100 to 200 per cent within twelve months. We used to pay 12 to 14 cents for a package of arithmetic paper, which is quoted today at 38 cents per package. Examination paper, (the most used of our writing paper) has increased from 26 cents to 69 cents per package. As there is no prospect for lower prices in school supplies for many months to come, a larger appropriation will be needed for this item.
Last February I learned that paper would increase greatly in price, so placed our orders at that time for a year's supply of the staple articles, thus saving the town many dollars.
In November I learned that another increase was imminent and so placed orders for 1917 at that time. Within two weeks papers jumped from 25 to 50 per cent in price, arithmetic paper going from 28 cents to 38 cents per package.
Many books will increase in price this winter, so I place early orders for some books which we should need within the next few months.
Nearly all our bills now contain this stamp: "Owing to existing conditions all prices are subject to change without notice. Billed at best possible prices."
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The above will give a good idea of the increased cost of running the schools in these times of inflated prices. As compared with other small towns and even larger towns, the Lincoln schools are doing excellent work and giving the children large opportunities. Therefore the people of Lincoln should be glad to support them gen- erously.
In closing I wish to commend the teachers for their earnest, efficient work, and to thank the committee and people for their support and encouragement.
Respectfully submitted, C. S. LYMAN, Superintendent of Schools.
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ROLL OF HONOR
The following pupils have been neither absent nor tardy for the time designated :-
For Three Years William Robus
For Two Terms
Joseph Eaton
Helen Farquhar
Edward Flint
Nancy McCormack
Arthur Butcher
Mary Calkins
Lyman Cousins
Gladys Wetherbee
Richard Nelson
Rosa Catoni
Blanche Cousins
Mary P. Lennon
For One Term
Francis Corrigan
Robert Donaldson
Malcolm Donaldson Edmund Giles Lee Todd Marie Connors Marjorie Doherty
Ethel MacRae Evelyn Stuart
Florence Bennett
Florence Morgan
D. Everett Sherman Alexander Chapman Alice Connors
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Pauline Chamberlain
Mary F. Lennon
Bertha Chapin Edward O'Brien
Edward Sleginski
Wilbert MacRae
Louisa Monella
Harold Rocks
Edward Rocks George Flint Emily Chamberlain
Grace Farquhar Rothwell MacRae
Chedo Chamberlain
Edmund Stuart
Dominic Piantedose
Alice Ambrose
Walter Nelson
Bernice Cousins
Concettina Strangio
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SCHOOL CALENDAR
Winter Term begins Tuesday, January 2, 1917, ends Friday, March 23; twelve weeks.
Spring Term begins Monday, April 2, ends Friday, June 15; eleven weeks.
Fall Term begins Tuesday, September 4, ends Friday, December 21; sixteen weeks.
Winter Term begins Monday, January 7, 1918, ends March 22, eleven weeks.
Spring Term begins Monday, April 1, ends Friday, June 14; eleven weeks.
Recess from Wednesday before Thanksgiving to Monday following.
Holidays: New Year's Day, Washington's Birthday, Patriot's Day, Memorial Day, Columbus Day.
Length of school year, thirty-eight weeks.
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STATISTICS FOR THE YEAR 1915-1916.
Number of children in Town, September, 1915, between the ages of 5 and 16: boys, 131, girls, 114; total 245
Number of children in Town, September, 1915, between the ages of 7 and 14: boys, 90, girls, 77; total . 167
Number of children in Town, September, 1915, between the ages of 5 and 7: boys, 22, girls, 16; total 38
Number of children in Town, September, 1915, between the ages of 14 and 16: boys, 19, girls, 21; total .
40
Enrollment for State report for the year, ending June, 1916 . 186
Supplementary Enrollment 15
Enrollment between 7 and 14 years of age 153
Number attending Concord High School 25
Number attending Concord Agricultural School 5
Number attending Waltham High School 14
Number of regular teachers employed 6
Number of special teachers employed 3
Number of teachers who have graduated from Normal School 2
Number of teachers who have graduated from Training School 2
Total number registered in Lincoln schools during the year, ending June, 1916 . 201
Number of pupils sent to High schools from Lincoln 44
Number of pupils receiving instruction at town expense
245
Number completing Grammar School, June, 1916: boys, 8, girls, 7; total 15
Number of pupils entering High Schools: boys, 7, girls, 7; total ยท
14
ATTENDANCE TABLE FOR SCHOOL YEAR ENDING JUNE, 1916.
Schools Grades
Teachers
Aggregate
Attendance
Supplementary List
of Pupils
State Report Enrollment for
Enrollment-Boys
Enrollment-Girls
Average
Membership
Average
Attendance
Percent.
Attendance
Pupils between
5 and 7 years .
Pupils between
7 and 14 years
Pupils between
14 and 16 years
Pupils over 16 years
Lincoln VII-VIII Marion H.C. Crawford
5405
0
36
17
19
34.0
31.392.0
0
28
8
0
Lincoln V-VI
Katherine E. Works
5992
3
43
19
24
37.9
34.891.8
0
40
3 0
Lincoln IV
Priscilla C. Ames
4127
3
28
16
12
25.6
22.893.1
0
26
0 0
Lincoln III
Helen M. Bowker
4412
2
26
14
12
25.6
23.989.0
0
28
0
0
Lincoln I-II
Hattie B. Heath
4481
7
32
20
12
29.5
26.188.5
10
21
1
0
South I-II
Helen P. Jones
2799
0
21
12
9
18.9
16.385.2
11
10
00
Totals
27216
15
186
98
88
171.5 155.290.5
21
153
12
10
-
161
.
163
WARRANT
COMMONWEALTH OF MASSACHUSETTS.
MIDDLESEX, SS.
To either of the Constables of the Town of Lincoln, in said County :
GREETING:
In the name of the Commonwealth of Massachusetts, you are hereby required to notify the legal voters of said Town of Lincoln, qualified to vote at Town Meeting for the transaction of Town affairs, to meet in the Town Hall, in said Lincoln, on Monday, the fifth day of March next, at 11.30 o'clock A.M., by posting a copy of this Warrant by you attested, in each of the Post Offices and in some other public place in said Town, seven days at least before said fifth day of March, then and there to act upon the following Articles:
The polls for voting the Australian ballot will be open at 12 o'clock noon and may be closed at 6.30 o'clock P.M.
ARTICLE 1. To choose a Moderator.
ART. 2. To bring in their votes for the following Town Officers, and any other officers required by law
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to be elected by ballot or otherwise, also any committees, commissioners and trustees.
Three Selectmen for one year.
One member of the Board of Assessors for three years.
One member of the Board of Health for three years.
One Treasurer for one year.
One Collector for one year.
One Auditor for one year.
Two Constables for one year.
One Tree Warden for one year.
One member of the Trust Fund Commissioners for three years.
One member of Trustees for Free Public Lectures for three years.
One member of the School Committee for three years.
One member of the Board of Water Commissioners for three years.
One member of the Board of Cemetery Commissioners for three years.
Also to vote "Yes" or "No" upon the following question: "Shall licenses be granted for the sale of intoxicating liquors in this Town?"
ART. 3. To hear and act upon the reports of Town Officers, Committee, Commissioners and Trustees.
ART. 4. To appropriate money for necessary and expedient purposes of the Town and enact anything in relation to the same.
ART. 5. To determine the manner of collecting taxes for the ensuing year.
ART. 6. To determine the compensation of the Collector of Taxes for the ensuing year.
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ART. 7. To see if the Town will authorize the Treasurer, with the approval of the Selectmen, to borrow during the municipal year, beginning February 1, 1917, in anticipation of the collection of taxes for the said year, such sums of money as may be necessary for the current expenses of the Town, but not exceeding the total tax levy for the said year, giving the notes of the Town in payment therefor payable in one year from the date thereof. All debts incurred under authority of this vote shall be paid from taxes of the present municipal year.
ART. 8. To see if the Town will choose a Committee on Claims under the provisions of Section 3, Article 6 of the By-Laws.
ART. 9. To hear the report of the Selectmen in regard to changes in the By-Laws and enact anything in relation to the same.
ART. 10. To see if the Town will extend the water pipes from I. N. MacRae's to a point opposite the house of Miss Carrie B. Chapin.
ART. 11. To see if the Town will extend the water pipes from some point on the State or Virginia Roads to the house of Mr. Bert Pearson, and make an appropria- tion for the same, or take any action with reference to the matter.
ART. 12. To see if the Town will extend the water pipes for 600 feet on the private way running easterly from the Depot Road between the new schoolhouse and the telephone station, and appropriate money for the same, or take any action with reference to the matter.
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ART. 13. To see if the Town will take steps to dis- continue the lights on certain streets.
ART. 14. To see if the Town will cause street lights to be installed on the road leading from the house of the Misses Chapin to the house of William C. Peirce, or take any action with reference to the matter.
ART. 15. To see if the Town will pass such votes and take action which will enable the Town to elect its Board of Selectmen and Overseers of the Poor one for one year, one for two years, and one for three years.
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