USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1887-1888 > Part 8
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At the outset I wish to express to you my acknowledgments for your generous support and cordial sympathy in my work and efforts of the past year. I thank you for your hearty endorse- ment of my plan for the improvement of the schools and in turn recognize valuable suggestions and advice on your part.
SUMMARY OF STATISTICS.
Population of the town, state census, 1885 4,040
Number of children between five and fifteen years of
age, May, 1887 693
Total number enrolled in the schools during the year 802
Number under five years of age 1
Number over fifteen years of age 66
Average number belonging 623.94
Average daily attendance 564.25
Per cent. of attendance . 90.43
REPORT OF ATTENDANCE.
SCHOOLS.
Whole number
different pupils
enrolled.
Average num-
ber belonging.
Average attend-
Per cent. of at-
tendance.
Average attend.
ance last year.
Per cent. of at-
tendance last
year.
High School.
80
73.46
71.93
97.91
75.25
98.1
Union Grammar.
Intermediate.
48
37.02
33.53
90.58
32.83
88.9
1st Primary .
63
36.31
30.39
83.75
29.68
85.1
2d Primary .
39
29.98
27.22
90.08
31.04
93.2
Pond Grammar
37
36.90
33.54
90.91
24.80
81.8
Intermediate
35
33.75
30.36
89.97
24.47
86.3
1st Primary ..
79
48.77
41.44
84 97
42.25
83.3
66
2d Primary. .
38
34.42
31.54
91.64
27.80
91.6
Iron Works Grammar.
45
33.60
31.17
92.76
28.80)
84.3
Intermediate.
50
32.48
29.89
91.10
35.50
91.0
Primary.
19
16.49
15.43
93.60
17.57
88.1
East Grammar and Intermediate
38
27.27
24 74
90.72
28.88
89.9
" Primary .
42
32.90
28.70
87.23
27.38
92.4
Middle Street.
48
37.91
33.79
89.13
- 35.09
92.1
South.
19
11.60
10 20
87.98
12.50
91.5
Southwest .. "
21
15.86
13.28
83,76
12.86
82.9
West ..
. . .
10
8.73
7.83
89.68
10.02
87.7
Southeast.
19 Schools
802
623.94
564.25
90.43
564.57
89.71
52
43.41
39.90
91.92
36.89
94.9
39
33.08
28.37
85.78
30.96
87.4
.
6
ance.
10
REPORT OF BOOKS AND SLATES IN SCHOOLS,
FEBRUARY, 1888. .
REFERENCE
TEXT
SCHOOL.
BOOKS.
BOOKS.
SLATES.
High,
6
*705
Union Grammar,
3
400
40
Union Intermediate,
1
276
23
Union First Primary,
1
210
35
Union Second Primary,
1
132
39
Pond Grammar,
3
404
35
Pond Intermediate,
1
253
53
Pond First Primary,
1
154
35
Pond Second Primary,
1
44
53
Iron Works Grammar,
3
283
39
Iron Works Intermediate, 1
180
31
Iron Works Primary,
1
84
35
East Grammar,
3
227
33
East Primary,
1
121
26
Middle Street,
3
150
50
South,
3
219
35
Southwest,
1
133
17
West,
1
129
14
¿Southeast,
On hand,
1
548
55
Total,
36
4,652
613
Estimated value of reference books
$95 00
Estimated value of text-books
1,875 00
Estimated value of slates
25 00
Estimated value of maps, globes and other apparatus
250 00
Total estimated value of books and apparatus . $2,245 00
Estimated value of supplies on hand .
$35 00.
*Including Pamphlets.
tClosed in June on resignation of teacher, and pupils distributed to the South and Middle Street Schools. Stock removed to office of School Com- mittee.
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SCHOOLS, TEACHERS AND DATE OF FIRST ENGAGEMENT.
'High,
Charles E. Stetson,
Nov., 1872
High,
Carrie M. Bassett,
April, 1885
Union Grammar,
Herbert E. Walker,
Sept., 1886
Union Intermediate,
Abbie A. Mills, April, 1882
Union First Primary,
Adelaide E. Perry,
Sept.,
1887
Union Second Primary.
Sarah L. Hadley,
April, 1885
Pond Grammar,
Fred H. Saunders, Sept., 1887
Pond Intermediate, .
Elizabeth M. Thompson, May, 1862
Pond First Primary,
Mary L. Burroughs,
Sept.,
1887
Pond Second Primary,
Sarah L. Arnold,
Oct., 1884
Iron Works Grammar,
John S. Manter,
Oct., 1886
Iron Works Intermediate, Mabel L. Bates,
Sept., 1886
Iron Works Primary,
Avis A. Thayer,
Sept.,
1877
East Grammar,
Victoria P. Wilde,
Nov.,
1861
East Primary,
Susie W. Snow,
Sept.,
1887
Middle Street,
Mary L. Crowe,
Nov., 1882
South,
Margaret E. C. Bannon,
Sept., 1874
Southwest,
Isaline R. Hayden,
Sept., 1886
West,
Lucy W. Gibbs,
Sept.,
1887
ATTENDANCE.
It will be seen, by a reference to the above tables, that the attendance the past year has been increased over that of the year previous, which was also a gain upon the attendance of the pre- ceding year. It is a satisfaction to be able to chronicle these advances in a very important particular. Yet the attendance is still too far away from what it should be. Since the efficiency of schools depends in no small measure upon regular attendance, it has been a special aim of the Superintendent to secure this. To this end I have urged the teachers to use their best efforts and have frequently attended personally to cases of repeated or pro- longed absence. The truant officers are energetic and have lent valuable aid towards securing regularity of attendance. The in- troduction of prize banners to be contended for has had a good effect by arousing a generous rivalry for the honor of possession.
1
12
One or two cases of excellent attendance are worthy of mention. For the month of November the Southwest school attained a per cent. of 99.5; the highest record for any one month of any of . the schools, so far as my knowledge extends. In the attendance for the year the High School, as usual, leads off, the East Grammar ranking next, the Iron Works Intermediate coming third on the list. A total average of 93 per cent. can and ought to be at- tained. The punctual and regular attendance of all pupils in health it is law and justice to require. State statutes make cer- tain demands and School Committee and Superintendent require a definite amount of work. How can these be inet with a partial and irregular attendance ? Frequently it seems to be for- gotten, or wholly disregarded, that the teacher has an indisputa- ble right to the regular attendance of all pupils not in ill-health. It has several times occurred in the past year that pupils have failed to maintain their position in their classes because of irregu- lar attendance. When such pupils are set back into a lower grade, or fail of promotion to a higher, is there any just ground of complaint on the part of parent or pupil ?
SCHOOL ACCOMMODATIONS.
With one exception the schoolrooms of the town are equal to the demands made upon them. The Union Intermediate room is too small to afford necessary seating capacity and sufficient space for handling the classes in general class-work. This school is as large as the Grammar school, but occupies a room nearly one-half smaller. I recommend that the folding doors now separating the two rooms be removed and a partition be built so as to give, at least, four feet more in the Intermediate room. This space can be spared from the Grammar room and the partition will do away with the annoyance and interruption which the work and recitation of the one room occasion in the " other.
I would repeat the recommendation made in the report of last year relative to the consolidation of the East and Iron Works Schools, and their better accommodation in a new building located so as to be convenient to both districts. The arguments in favor of such change it is not necessary here to rehearse.
13
SCHOOL EQUIPMENT.
The schools have been quite generously supplied with teaching apparatus and appliances the past year. Maps, charts and globes, different text-books on the same subject for the teachers' desks and books of reference have been added to the teaching stock, so that in this respect Braintree is not behind the majority of towns of its size. I think that expenses in this line for the coming year may be considerably less than for the past year. Some addition and renewals will, of course, be needed, but the largest outlay has been met when the first fairly complete equipment has been made. This condition of things is a source of much satisfaction and encouragement. Modern methods of teaching depend so much upon illustration that a stock of apparatus and appliances is a prime requisite. With text-books, slates, etc., the schools are fully supplied.
TEACHERS.
The number of teachers now employed is nineteen. Of the teachers in the grades below the High School nearly one-half have had Normal training, some being graduates of Normal schools. A large part of them had had experience before engage- ment here. The longest period of service of any one teacher is twenty-six years ; the shortest, five months. As a body they are earnest, conscientious workers, appreciating well the responsi- bilities of their positions and striving faithfully to meet them. The personnel of the corps was changed at the beginning of the school year by the engagement of five new teachers to replace those resigned to obtain " wider fields," ¿. e., larger salaries. The new teachers have taken hold of the work with an earnestness and intelligence that promise good results. The interruption to the progress of the work consequent upon the getting acquainted with the new conditions and requirements, and the adjusting of teachers and pupils to new relations is a misfortune, but one that will continue so long as the schools of Braintree are made to serve as teachers' training ground for other towns.
GRADING AND CLASSIFICATION.
No changes have been made in the grading (number of classes in a room) during the past year. In the mixed schools the num-
14
ber of grades is about the same as last year. Under the present organization the grading is not the most conducive to efficiency, as it does not permit that division of labor which favors fullness and perfection of work. The frequent change from class to class, from subject to subject in the same room, prevents that full presentation and illustration of a subject which receives definite lodgment in the mind of the pupil, while the break of one line of thought to another interferes with mental concentra- tion which is one of the most valuable objects of school disci- pline. The classification is considerably better than that of. last year. There is a greater degree of evenness in the acquirements of the pupils composing the classes. A close classification is of great importance, for the value of the graded system depends upon that. The system of examinations and teachers' reports began last year is a valuable aid in the difficult work of main- taining thorough classification.
WORK.
The work of the year, while not wholly fulfilling expectation, is, on the whole, of good quality and, has many features of encouragement. Much has been gained in system and method and by the elimination of non-essentials. The omission from the work in arithmetic of certain less practical subjects is an appreciable improvement. Thereby more time and strength have been placed upon essential points, fewer subjects admitting of better teaching.
To give greater system and uniformity to the work I have out- lined the ground to be covered in each study by each grade for equal periods of the year. These schedules the teachers have as a guide and reference. The objection of indefiniteness to the general course of study is thus obviated. The teachers know definitely what is required and the time has been apportioned more justly to the importance of subjects.
To require the mixed schools to do the same amount of work in each grade as the graded schools is, of course, unreasonable but it is expected that they keep up as closely as possible. The highest grade should maintain even standing with the corre- sponding grade in the graded schools. I am glad to state that
15
the four mixed schools are doing well and for the most part keeping up to the level of the graded schools.
Reading has received more attention throughout the grades, with perceptible improvement. This is the most important of all our school subjects. Intelligent reading is the basis of all school work. Unless a pupil can read understandingly his advance in any and all his studies will be weak and uncertain. If he be unable to grasp the thought embodied in the words of his Reading, History, Geography or other lesson, the page is meaningless and unprofitable to him. To stimulate to better reading and to arouse and maintain a larger interest in this subject the supply of reading is a great help. I shall soon have ready for use graded lists of books in the Public Library to guide in the selection of reading. The reading habit combined with the taste for good reading is a most important factor in education. In the cognate branch, Language, there has been marked progress. The great scope of this subject and the wide diversity of methods and means in teaching it make it a difficult subject to deal with. To lighten the burden of the selection of matter and to emphasize the essentials in this part of the work, I have placed upon the teachers' desks several approved books on language together with outlines of hints and helps. The necessary language work of each grade is mapped out in these outlines. There is yet considerable unevenness both in the quality and amount of this class of work, a defect which the scheme will do much towards remedying.
For results in this work of the schools it is but just to demand that graduates of the eighth grade should be able to write several pages of good and correct English of their own, to make drafts, bills, and the common business forms, to write abstracts of what they hear and read and, in short, to use cor- rectly the simple English of every day life in speech and writing.
In Arithmetic the work of the upper grades has advanced but little beyond that of last year. But there has been a gain in uniformity. In the Primary grades the tendency is to hasten forward to written work without sufficient regard to the more important oral drill. The new book of numbers put into these grades is admirably adapted to secure mental activity as well as to offer excellent practice in oral language. A book for the same kind
F
16
of drill in the upper grades would be a valuable adjunct to the Written Arithmetic. The objective teaching of Arithmetic should be carried on farther. The ordinary Primary teaching material such as blocks, splints, beads, etc., is a great aid to the first conception of number, but the work should be extended to instruction in the more common weights and measures. The equipment for this kind of teaching is not large, some additions have been lately made.
Penmanship needs much attention to bring it up to a satisfac- tory excellence. The beginning to write with pen and ink in the fourth year is, I am satisfied, a movement in the right direction, but much drill on forms is necessary throughout the grades. If we can train the children to appreciate correct forms and to make them with fair accuracy and facility before they leave the fourth grade, we have laid the foundation of good penmanship. Care and watchfulness thereafter will produce satisfactory re- sults.
Geography and History. The work in these branches has been a steady advance, although here and there are weak places. Map drawing as an aid in both studies has been emphasized and brought out more fully. The subject has been taken up in the teachers' meetings with discussions of aims and methods. A definite scheme of requirements in this feature of the school- work has been made out for the teachers. In the Primary grades much pains have been taken in geography to lay a good founda- tion of clear and correct ideas by observation and illustration before any book-work was attempted. To start from things near at hand and to proceed from local illustration of the prime facts to a general conception of the subject, from what is known and familiar to what is unknown and to be taken upon authority, has been the method. The larger part of the past term has been given to oral work, the books being used only occasionally for reading. Outlines of geography and history, made by practical school-room workers, have been supplied to the teachers to aid in the selection of matter and methods.
Spelling. What shall be done to make our pupils good spellers ? Can we gain satisfactory degree of excellence in this respect until English orthography is revised ? With such absurd dis- crepancies between the spoken word and its written representa-
17
tion, as presented in the spelling of a large proportion of the words of our language, is it reasonable to expect generally cor- rect spelling ? I am led to raise these questions from a survey of results in other schools as well as in our own. That better results may be obtained by more frequent drills in both oral and written spelling is certainly true, but the fact remains that results are not proportionate to the time and labor spent.
Music. The progress in music is, of course, slow, both on ac- count of the small amount of time that can be given it and the difficulties teachers find in teaching a subject for which they have had little preparation. The charts put into the schools in the fall are doing good service in making the work easier and more systematic, as well as in stimulating a livelier interest in the subject. The work done is pleasing and encouraging as lay- ing the foundation for larger advance the year coming. The progress of the Middle Street. school is deserving of special mention. The school has completed the First Chart and is quite proficient in part singing. Success in teaching music depends upon the teacher's ability to present the subject and her power to arouse enthusiasm in it. Perfunctory teaching of this sub- ject, as well as' of all others, fails to produce the best results. Invested with life and cheerfulness the teaching of music is more a pleasure than a task. I earnestly hope that in the near future the town will so well appreciate the value of music in the schools as to appropriate a few hundred dollars for the services of a spe- cial teacher. Three hundred dollars per annum would secure the services of a trained teacher for one day of each week. Under such direction music might soon become a leading element in the schools. It is only by training the children in the princi- ples and practice of this delightful art that any considerable musical quality can be maintained in the town.
Physiology and Hygiene receive attention in all the schools, the temperance side of the subject being presented in a common sense way. The work is done orally in the Primaries, with text- book in the Intermediate, Grammar and High schools. That the children have a knowledge of the nature, functions and hygiene of their own bodies is of quite as much importance as that they should be ready in Arithmetical calculation, or well trained in the correct use of their own language. The teaching of temper-
18
ance is emphasized by instruction in "the effects of stimulants and narcotics," and that wider temperance and self control which , should embrace the thoughts, words and deeds of life are not overlooked.
Drawing. It has been found impractical to accomplish well all the work in drawing laid down in the course. I have there. fore instructed the teachers that they would not be expected to do all the work called for by the schedule. As an aid to illustrating and understanding other, branches its position is not disregarded. In this view of the subject, a fairly satisfactory progress is to be noted, as may be seen in the improvement in map drawing.
Examinations. The regular tests held upon the completion of the work laid out for each period of eight weeks, are valuable means to secure thoroughness and discipline, as well as to keep up the standing and classification. It is understood that the result of the examinations does not alone decide the question of promotion or of the pupil's position in his class. The quality of the daily work, faithfulness, punctuality, etc., hold the prepon- derance in the scale. To test the quality of the teacher's work the pupil's grasp of the subjects he is studying, to show up faults and weaknesses and excellencies as well, to stimulate the careless and unfaithful, are some of the advantages of the system. There are disadvantages to be urged, such as the strain upon nervous pupils, the fact that some cannot show themselves so well in written as in oral expression, and the temptation to dishonesty. Put these beside the advantages and it is apparent that the latter outweigh the former considerably.
Certainly the practice among the best schools is in favor of the written examinations when not too much weight is attached to them. A very vital point in the efficiency of any system of schools is close classification, and this is attained mainly by judicious promotions based upon careful estimates. These facts should be borne in mind by those disposed to complain of the pruning of classes. The greatest good to the largest number is the principle on which schools should be conducted, as in all other public institutions.
Teachers' Meetings. At intervals during the year the teachers have met for discussions of school work and management, and
19
for directions and suggestions regarding details. The response to appointments has been very generally cordial, and a cheerful compliance with requirements is manifested by all the teachers. A new feature in these meetings has been the introduction of illustrative teaching exercises. So far, pupils from the East and Iron Works Grammar, Union Intermediate and Middle Street schools, under direction of their respective teachers, have given exercises in various subjects. This practice aids to uniformity of work and is helpful in comparing methods. Occasionally some experienced educator has addressed the teachers upon some department, Mr. John T. Prince, agent of the State Board of Education, being among the number.
In a summary of the work of the year I may state that there is much ground for satisfaction and encouragement. The most salient poiut is the more nearly uniform standing of correspond- ing grades in different schools. In the last examinations the same papers were given, with but little change, to all like grades. By the end of the school year I think the differences in like grades will be much less apparent.
WORK OF SUPERINTENDENT.
It will not be out of place in this report to give a brief sketch of my work as your representative. The main business of the Superintendent is to study the schools, their condition and needs, to inspect and examine the work, to discover and correct errors of teaching and weak points, to plan and devise. to suggest and help. It has been my practice to visit each school once a fort- night, generally spending a session in each and following a plan of work arranged beforehand. In the upper grades I have taken one or, perhaps, two subjects and examined the schools in these. At the next visit another subject is taken, and so on until all the school subjects have been gone through. In this way I am enabled to judge more correctly of the work and progress of each school, and to advise and direct more intelligently.
It is my intention to look in upon the Primary schools once a week, besides the regular visit. In these visits I interfere as little as possible with the regular order of work. I take the class with which I wish to work, and the teacher proceeds with
20
the usual program, as nearly as possible. After these exercises I 'advise with the teacher upon deficiencies and points for improvement, noting also excellencies.
Thus every class of pupils in the schools comes under iny special attention several times in the course of the year. By this method I come into contact with all the pupils, can better adjust conditions for their advance, and stimulate by the feeling of my personal interest in them. After every vacation I make brief calls at each school to see that everything is in business order.
The setting of the papers for the examinations is done in part by the Superintendent, in part by the teachers. Records of these exercises are made by the Superintendent, and preserved in tabulated form for reference. The purchase of all school supplies, the stamping or labelling all books as town property, the covering and delivery of these to the various schools and, not in- frequently, the repairing of this class of the town's property, are the work of the Superintendent. During the past year the delivery of all supplies, whether regular or special, has been made by the Superintendent without expense to the town. The system of sets of reading necessitates frequent changing from school to school, one kind being replaced by another as fast as read. The looking after buildings, having small repairs and changes made, the keeping accounts of school expenses, reports of attendance, truancy, etc., the making outlines and schemes of work, the examination of books for use in the schools and many other minor duties make their demands upon the Superintendent's time.
HIGH SCHOOL.
The completion of the public school system, and the one in which centres the widest interest, is the High School. This is justly so, and I think any intelligent community will discover few persons who call in question the benefit of such a school. Diversity of opinion regarding methods, standards and subjects taught will, of course, exist. A good High School in a commu- nity does more for intelligence, self-restraint and the virtues of good citizenship than any other public institution.
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