USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1897 > Part 10
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144 80
Number of school-houses not in use (3 class rooms) . 3
Number of pupils in private schools, not en- rolled . 60
Valuation of town $4,453,825 00
Rate of taxation per thousand, 1897 18 80
Total appropriation (less bank and corporation tax) $78,003 00
215
Amount of appropriations for school purposes $20,478 00
Percentage for school purposes 26
Expenditures per pupil for all purposes 22 26
Average expenditures per pupil throughout the state for all purposes except repairing and erecting school-houses (12.8 per cent. greater than in Braintree) ·
25 10
Per cent. of whole number of pupils in gran- mar schools at the close of year (highest grade) who entered High school ·
90
EXPENSE OF FUEL.
Monatiquot School.
April 13, wood $5 00
June 25, 1 cord wood . 4 00
Sept. 13, 2 cords wood, at $4.00 8 00
Oct. 9, 2 cords pine wood, at $5.00, $10.00; 1 cord hard wood, $5.50; } cord sawed · wood, at $6.50, $3.25 18 75
Nov. 23, 191.495 lbs. W. A.
egg coal 483 52
$519 27
Jonas Perkins School.
April 19, 2 cords wood $10 00
Nov. 23, 80 tons soft coal
224 00
Nov. 30, 1 cord pine wood 5 00
239 00
Pond School.
Oct. 31, 2,000 lbs. Fr. Sto. coal . $7 50
Nov. 23, 83,735 lbs. Lehigh
216
Bro. coal, $213.52; 3 tons
W. A. egg coal, $15.15 $228 67
Dec. 31, kindlings ,
.
12 75
$248 92
Union School.
Oct. 31, 2,000 lbs. Fr, Sto.
coal .
$7 50
Nov. 23, 60,235 lbs. Lehigh Bro. coal,
153 60
Dec. 31, kindling's
7 45
168 55
Middle Street School.
Apr. 19, 4 cord wood .
$1 75
Nov. 23, 3 tons W. A. egg coal .
15 15
Dec. 31, kindlings
4 63
$21 53
South West School.
Nov. 23, 4,840 lbs. W. A.
egg coal
$12 22 -
Dec. 31, kindlings ·
2 23
14.45
$1,211 72
.
TEACHERS.
Improvement in the schools depends absolutely upon the intelligence, scholarship and professional skill of the teach- ers. Nothing can be done in the schools, which the teachers are not first prepared to do. During no previous year have our teachers made so much progress in professional scholar- ship. They have pursued excellent courses in the educa- tional aspects of the mental life and growth of children. For this purpose many teachers' meetings have been held out of school hours at the various buildings.
As a result of this study there is already a marked decrease
217
in the phases of school work which do not make for the per- manent improvement and growth of the children and an in- crease of attention to the more valuable elements of school life.
At the present time the teachers are receiving a course of lessons in voice culture. Through the kindness of the chair- man of the committee, Mr. R. W. Cone, of Boston, has been engaged to give them. Great improvement in the develop- ment of distinct articulation, sweet quality of voice, right inflection, etc., are both possible and very desirable in all grades from the kindergarten through the high school.
" Ability to use the voice intelligently and musically is not a mere accomplishment; it is a necessity and is a better recommendation to strangers than fine clothing.
"Voice culture should be taught in the schools as con- scientiously as arithmetic or grammar, not by a special in- structor, but by every teacher. There is no reason why this cannot be done. Teachers are not obliged to shout at pupils and children can recite without straining their voices. Whenever authorities realize that the voices of children are inexcusably bad and that teachers as a class are perpetuating the evil, a gradual change for the better may be looked for.
" Reforming the voices of teachers is the first step neces- sary and a beginning cannot be made too soon."
Excellent use is made of the teachers' library by distrib- uting the books among the teachers at the various schools.
Our new teachers are Elizabeth Simmons, Fanny Ells- worth, Theresa G. O'Rourke and Grace Randall at the Jonas Perkins School, and Celia F. Stacy at the High School. Menetta A. Stevens and Marion L. Rogers are training teachers at the Union and Jonas Perkins Schools. Miss Emma M. Kane, of the Pond School, one of our ex- cellent teachers, was granted a leave of absence in Septem- ber because of illness, and Miss Ethel E. Roberts is filling her place.
218
EDUCATIONAL METHODS.
The important question to ask regarding any school system is : Is it developing those powers, faculties and habits in the scholars, and giving to them that kind of instruction that will be most useful and beneficial to them when they leave school and face the problems of practical life ? It has been our aim to make this the standard by which to decide the many questions arising in connection with the work of the school.
A practical illustration is found in the change that has been made from the application of this standard to the teach- ing of history. Formerly in our schools the approved method of studying history was to memorize so many pages of the dry and uninteresting language of the text book, and be prepared to recite this language in answer to ques- tions propounded by the teacher with the text book before her. It is the method in use in many schools, even at the present time. Such work develops no power that is needed in practical life.
Let us consider this method from the standpoint of adult life. When men and women use books, what they find essential is the power of getting the thought accurately and quickly from the printed page and using that thought for their immediate practical needs. Information, not the inem- orizing of words, is the purpose of the greater part of read- ing. Why then should pupils practice so much in school a habit which is absolutely useless in practical life ?
President Hyde of Bowdoin College says, "In actual life the test of efficiency is not, 'How much information can you repeat by rote without looking at your book?' but it is, 'What problems can you solve, what presentation of a case can you make, with all your books and tools before you ?' Examination should consist, not in a test of a student's power to disgorge the crude materials which he has hurriedly crammed, but rather in a test of his power to apply the
219
principles which he has gradually assimilated to the prob- lems with which they are concerned."
It is from considerations such as these that we have been led to the adoption of our present method of teaching informa- tion subjects, such as history. Several copies are furnished of all the best text books, to which the pupils have access. The lesson is prepared by both the silent and oral reading of the statements of all the best writers concerning the topics under special consideration. This is followed by an oral discussion by the pupils, guided and stimulated by the teacher, who. at the same time, constantly directs them to other sources of information. Then the scholars tell in their own language in writing what they think about the subject matter of the lesson.
The papers obtained in this way are examined, not only for the correctness of the information which the pupils have obtained from the lesson, but also for spelling, penmanship, and the quality and grammatical correctness of the language.
This written work is a valuable and practical drill in spell- ing, language and penmanship. It is a decided improve- ment over former language instruction in which the pupils practiced grammatical constructions, spelling and penman- ship for their own sake without regard for their practical value and use. By this method pupils practice spelling, penmanship, etc., even more than formerly. The chief gain however, consists in the fact that they practice them un der the conditions of practical life. They are constantly made to feel, as they can in no other way, the importance of power and facility in the use of the elements of written language, such as pemmanship, spelling, etc.
In the teaching of all information subjects our present sys- tem of instruction aims to develop in the children : (1.) Power to get the thought from the printed page and the spoken language of teachers and others-a most practical form of training, as we all know who realize how difficult it
220
is to keep the attention fixed on the book or newspaper article, or lecture that we are trying to understand. (2.) Acquaintance with the various sources of information rather than the memorizing of a few facts that must soon be for- gotten. (3.) Power and facility of oral expression ob- tained from the discussion of the lessons. (4.) Ability to express thought in writing concisely and correctly-so much neglected heretofore in the schools as to call from President Eliot, of Harvard University, and other leading educators, after examining the college entrance examination papers in English, the strongest condemnation. (5.) Extensive practice in penmanship and spelling. All of these powers are of the utmost importance in the future life of the child whatever his vocation. This aim solves the problem of the multiplicity of studies. Many of the branches formerly named in the course as separate subjects, assume the form of careful practice in three or four main branches. This was exactly the condition of earlier years.
It must not be supposed for a moment that the importance of training the memory is not fully appreciated. It is of the greatest importance, but its training is directed to the most practical ends. The spelling of words in common use, grammatical forms or inflections, and the simple mechanical processes of numbers, with their written forms, must be thoroughly memorized ; but the most important use of the memory consists in filling the mind with the masterpieces of literature. Real literature is the expression of human thought and feeling ; human aspiration and achievement, at its best. It is saturated with the controlling ideals of human life. Since it has the artistic form, it is permanently retained when properly memorized, and is a constant guide to correct conduct and language. There can be no question as to which is the more vital and practical, memorizing appropriate selections of literature or the comparatively dry words of text books. In this connection President Hyde says, "It is
221
not of so much consequence what a boy knows when he leaves school, as what he loves. The greater part of what he knows he will speedily forget. What he loves he will feed on. His hunger will prompt his efforts to increase his store. The love of good literature-a genuine delight in Longfellow and Whittier, Lowell and Tennyson, Hawthorne and Scott, Shakespeare and Homer-is from every point of view, the most valuable equipment with which the school can send its boys and girls into the world."
We are giving the pupils manual and industrial training, not only to bring them into closer relation and sympathy with the industrial interests of home and society and to develop manual dexterity, but also, to develop the motor areas of the brain-the doing faculty-of which there is such a marked deficiency in people who have not had this training. The graduates of our schools will not have the power to do, until we provide adequate motor training. We could not have had our Lincoln if we had not first had the rail splitter, or our Garfield if we had not first had the car- penter. Those young people at the east part of the town who, through the generosity and thoughtfulness of Mr. Wat- son, work at sloyd, cut and sew, and cook-are doing some- thing-are to be congratulated. They are educating that other half of the child that has been neglected in our schools hitherto. It is the greatest pity that all of our pupils are not given these most educative forms of instruction.
Special courses of instruction in knots, bends and splices have been given to the higher grammar classes ; not because of their practical value, although this is considerable, but that the motor activities may be trained.
To those who may be doubtful as to the value of the changed emphasis in education, and honestly think that the merely formal branches of arithmetic, reading, writing and spelling should be taught exclusively, we wish to say that these studies were never taught so well as at the present
222
time. Much that might be thought a cramming of the curric- ulum, is but the effort to make the three R's more interest- ing and practical to the pupils by applying them to subjects of real and vital importance.
In short, it should be said that fewer subjects are taught now than formerly. For example, physiology as a distinct subject is not taught now, but the fundamental principles of healthful living are thoroughly established by constant reit- erating in all years of school life. Science is not taught, but the children are being made acquainted, largely by ob- servation and discussion, with the few facts and forces of nature that have to do with all practical living and form the basis of all industry and commerce. Writing, spelling, oral language, business forms and customs and the simple, practical processes of arithmetic are being emphasized now as they never were before. A comparison of results will furnish evidence of this.
HIGH SCHOOL.
The improved condition in this school is apparent in every way. For many years no definite accomplishment was set for any of its pupils, except to prepare for the Thayer Acad- emy ; and this preparation, consisting essentially of Latin and French, was of the most unpractical kind for pupils who left school at the end of the high school course. Many of the pupils aimed chiefly at diplomas, regardless of what such diplomas represented. The result could be nothing but de- terioration. Many of its graduates were not equal to good grammar school pupils. 'This has been stopped most effect- ually by raising the standard of accomplishment to that of the ordinary high school and by establishing courses for def- inite attainments.
Had our standard been the same as formerly we should have graduated as many pupils last June as usual. Raising the standard will decrease for a time the number of gradu-
223
ates ; but in the end we shall have a first-rate high school and its diploma of graduation will mean something.
At the present time the pupils are obedient, studious and orderly to an unusual degree, and nearly all of them are studying with definite aims, preparing for normal and scien- tific school, for the Academy and for commercial work. The State Secretary in his last report says in substance : In schools where the pupils are striving to reach definite attain- ments, "teaching is usually more thorough, attainment more searchingly tested, ambition more successfully stirred, effort more seriously incited."
The attractiveness of the courses of study in this school is shown in the fact that so many (90 per cent.) of the grad- uates of our grammar schools seek admission to them. This is far in excess of the average for the state.
The Academy has been of great assistance to the high school during the past year, not only from the kindly and helpful interest of its head master, but also by its substan- tial admission examinations. Our present preparatory class is doing work vastly superior to that of their predecessors. Some of our pupils who needed a higher grade of, and more classical, instruction than our regular classes afford, have been taken into the Academy on the most favorable and encour- aging terms.
By referring to the table which shows the numbers of pupils pursuing the various studies, it will be seen that the work of our high school is distinctly different from that of the Academy. It is not a school of classical studies chiefly, but emphasizes the more practical instruction.
An advantage of my present connection with the school is in the opportunity it affords of making the commercial side of the administration of the schools, its bills, accounts and methods, available for the pupils of the business courses, and of giving the students of shorthand real experience in connection with
224
my official correspondence and other writings. Practically all of my letters are written by the pupils. This makes a great saving of my time.
Last June the social part of graduation was wholly separ- ated from the official side. An educational address was sub- stituted for the usual class essays and on a different evening a reception was given to the friends of the graduates, at which the class parts were presented. By this arrangement a vast amount of time that was formerly wasted, is saved for regular work. ' It is hoped that this custom may be con- tinued.
The graduating exercises of the school were held in the Town hall. Thursday evening, June 24.
ORDER OF EXERCISES.
Chorus, "Norwegian Peasant March" "Juanita" T. G. May.
A. Sodermann.
Duet.
MISSES GALVIN AND BERRY.
Address.
REV. A. A. ELLSWORTH. " The Vesper Bells." J. Eichberg.
Chorus.
Presentation of Diplomas,
COL. A. C. DRINKWATER. " The City of the Sea." J. Eichberg. Chorus,
The course of study pursued by the pupils who graduated from the high school last June were elective with the excep- tion of English, Elocution and Music. The following table shows that substantial and continuous courses were chosen. The figures indicate the number of certificates obtained in each study. The totals are far in excess of those obtained by the graduates of the previous year, showing the increase in the standard of scholarship. The standard in the general course has been raised still further, and it is hoped that cer- tificates will be given only for substantial work. A certifi- cate was given for each one hundred recitations or their equivalent :-
-
225
PUPILS AWARDED DIPLOMAS.
Algebra.
Geometry.
English.
French.
Physics.
Latin.
Arithmetic.
Chemistry.
Book-keeping.
Shorthand.
Commercial law.
Elocution.
Music.
Greek
Total
Nellie May Borden
22
2
History. 3
2
4
2
2
4
1
254
Helen Louise Galvin .
21
2
4
3
co
2
6
2
2
264
Amy Florence Kirby .
·
22
2
4
co
3
5
2
2
1
1 25₺
9 6 16 10 12 421 8 6 4 1 1 1 4 5 104+
-
·
2
4 264
Catherine Isabella Craig ·
22
·
The following table represents, in a graphic way, the work of the high school during the school year ending June 24, 1897. A hopeful sign is noted in the comparatively fewer failures than in the previous year :-
FIRST YEAR IN SCHOOL.
SECOND YEAR IN SCHOOL.
THIRD YEAR IN SCHOOL.
Pupils in
Classes.
Recitations.
Certificates
Granted.
Failures.
Pupils in
Classes.
Recitations.
Certificates
Granted.
Failures.
Pupils in
Classes.
Recitations.
Certificates
Granted.
Failures.
English
51
2
40₺
36
25
2
19
6
12
2
18
6
French
16
4
28
4
5
4
10
0
Latin .
30
4
51
9
9
4
16
2
4
4
7
1
Greek .
1
4
2
0
Arithmetic
51
4
76
26
12
4
8
16
4
4
4
4
Algebra
46
4
68
24
Geometry
16
4
22
10
History
15
2
13%
9
9
2
10
2
11
9
Bookkeeping
11
4
19
3
Shorthand
9
4
4
14
Physics
22
4
22
22
9
4
9
9
Elocution
.
.
.
26
1
0
10
1
23
0
7
1
12
0
Music .
.
·
32
2
0
15
2
32
0
5
2
14
0
226
·
·
4
24
.
.
.
Chemistry.
.
·
62 8
·
10
227
The following table shows the branches of study taught in the high school during the present year, the number of pupils pursuing each, and the year in the school of each class :
BRANCHES OF STUDY.
First year in
School.
Second year
in School.
Third year in
School.
Fourth year in School.
Totals.
Arithmetic
55
10
1
66
Algebra
50
10
4
2
66
English
Language and
Literature .
58
33
18
4
113
Latin
.
·
14
3
17
French .
.
.
32
31
9
1
73
Physics .
.
12
1
13
Chemistry
1
9
10
*History
5
5
Book-keeping
16
10
26
Shorthand
17
9
2
28
Penmanship
58
16
5
79
Drawing
.
.
21
12
4
1
38
*Physiology
·
MONATIQUOT GRAMMER SCHOOL GRADUATES.
JUNE 24, 1897.
+Frank Clinton Allen.
Helen Wales Bates.
Dora Belyea.
Clarence Whitney Boyce.
+ Alfred Russell Clark.
Willis Clement Cottrell.
+Leroy Lewis Day.
Alva Morrison Dow.
+Mary Elizabeth Drinkwater.
James Alexander Frampton.
Catherine Warner Barnes.
+Ella Frances Belcher.
Herbert Levi Borden. Teresa Hazel Carey .*
+Mary Elizabeth Coneton. Mabel Crocker.
tElizabeth Louise Devine.
Joseph Scofield Drinkwater.
Carleton Murray Emerson.
Ernest Allen Gage.
3
9
·
·
·
·
.
.
.
.
.
1
5
228
Mary Agnes Gallivan. Scott Earle Haseltine. Edith Ruggles Hollis. Richard Salter Storrs Hollis. Edith May Littlefield. Alice Isabel Moir.
Forrest Isaac Neal.
Blanche Ella Porter.
Bertha Gertrude Saunders.
Elsie Louise Stoddard.
Harold Prescott Tirrell .*
+Amy Ann Tonner .*
Anna Mary Tracey.
Walter Lincoln Gerry. Helen Morton Hathaway. +Mary Elizabeth Hollis .* Florence M. Johnson.
+Lydia Elizabeth McLeod. +Dallas Preston Monk. Charles Gavin Platt. Susie Ella Porter.
+Howard Malcolm Saunders. Annie Sullivan.
Charles Harrison Tobey.
+Elsie Jane Tonner. * Emma Russell White.
Chester Kenneth Wilson.
GRADUATES OF THE JONAS PERKINS GRAMMAR SCHOOL.
JUNE 24, 1897.
William H. Baldwin.
John Robert Lang.
John Edward Billings.
Etta Kingman Lawson.
Margaret Ellen Clinton.
Arethusa Maybury.
Frances Lillie Creed. Elizabeth Mulligan.
James Preston Guerney. Grace May Ratcliffe.
Robert F. Harte .* Mary Malvena Robery.
Katherine Elizabeth Healey. William Joseph Ryan. Helen Watson.
* All of the grammar graduates whose names are not starred entered the high school.
t Not given diplomas but admitted to high school on trial.
229
PROMOTIONS, ETC.
The following table gives a record of the schools in respect to promotions, enrollments, transfers and withdrawals dur- ing the school year ending June 24, 1897 :
SCHOOL.
Previous year enroll-
ments re enrolled.
First enrollments.
Enrollments from
other towns.
Withdrawals to other
Withdrawals to other
schools in this town.
Transferred to a low-
Special promotions.
Promotion at the end of school year.
Monatiquot
·
9
51
9
1
6
47
8
45
4
1
2
1
40
7a
37
r
3
2
41
6a
53
4
3
3
51
§ 7b
26
3
1
2
19
6b
20
2
5
1
10
Jonas Perkins .
9
17
2
15
8
-21
2
4
13
7
35
2
2
7
28
6
20
6
1
13
5
31
2
13
1
19
4
32
3
1
6
29
3
40
2
5
6
1
28
2
41
3
3
5
41
1
21
47
2
6
26
2
32
Pond
5
47
3
5
2
43
4
38
6
6
3
37
3
36
5
6
4
2
36
2
52
10
8
7
1
14
4
43
1
20
25
14
2
1
19
23
Union
5
24
3
1
26
4
23
1
3
22
4
6
1
1
6
3
44
3
B
5
40
2
50
B
6
6
3
11
33
1
18
34
3
5
2
23
24
Middle Street .
10
8
3
1
2
5
1
9
1
5
Total
·
848
136
93
78
8
179
12
769
er class.
Grade.
towns.
230
The following tables show the ranges and totals of the ages of both boys and girls on May 1, 1897, both by grades and by ages of all who were enrolled in the schools during the school year ending June 24, 1897. They will be especially valuable as furnishing a necessary basis for comparison of schools :-
GRADE.
YEARS.
Male.
Female.
Total.
1
2
3
4
5
6
7
8
9
10|11 |12 13
-
-
-
-
4 Years Male ..
25
25
4
Female .
35
35
60
5
Male ..
47
53
5
Female
50
10
60
113
6
66
Male
41
4
52
6
Female
12
40
2
54
106
7
Male.
2
28
15
4
49
7
66
Female;
23
20
3
1
47
96
8
66
Male ..
9
16
15
5
1
46
8
66
Female
13
21
18 20
18
9
70
9
Female
2
11
16
17
3
49
119
10
Male
1
9
6
14 12
6
48
10
Female
1
7
10
10,17
10
55
103
11
66
Male. .
4
13
25
5
56
11
6.
Female
2
4
3 14
14
2
39
95
12
6 6
Male.
2
2
1
4
11|
12
5
44
101
13
..
Male
3
1
1
5
2
6 16
3
37
79
14
6
Male.
1
1
3
5
5
12
3
41
85
15
66
Male.
2
11 9
4 S 6
1
28
59
16
66
Male.
1
5
3
16
16
66
Female
1
1
1
4
4
6
20
36
17
·
Male. .
1
1
3
17
4
2
4
10
13
18
66
Male. .
1
1
1
3
18
66
Female . .
1
19
66
Male.
19
66
Female
20
66
Male.
20
66
Female
179 180 134 106 107 98 109 68 78 67 31 18 5
595|585
1180
9
66
Male.
1
4
18
4
6 11
17
13
3
57
12
7
1
4
7
11|16
3
42
13
Female
3
3
5
7
9
15
2
44
14
Female
31
15
66
Female
2
4 10 2 6 1
3
4
7
.
10
62
108
9
-
-
-
3 1
Female
3
Female
11
..
66
231
YEARS.
GRADE.
4
5
6
71
8
9
10
11
12
13 14 15 16 17
18 19 20
Female.
Total.
1. Male .
25
47
7
2
1
82
97
179
2. Male
6
41|28
9
4
1
89
91
180
3. Male .
4 15
16
18
9
65
3. Female
2|20
21
11
7
2
69
134
4. Male .
4
15
20
6
4
4
4. Female
3
18
16
10
4
1
1
53
106
5. Female
1
10
17
10
3
4
1
1
47
107
6. Male .
9
12
9
11
4
3
48
6. Female
3
1
6 25
17
5
2
63
7. Female
10|14
11
2
5
2
1
1
46
109
8. Female
2
12
6
5
2
27
68
9. Male .
3|16
9 10
1
39
: 9. Female
5 16 11 6
1
39
78
10. Male .
3 15
11
5
1
35
10. Female
3 12
9
4
4
32
67
11. Male
2
4
6
1
1
14
11. Female
3
8
4
2
17
31
31
1
1
5
6
4
3
13
18
13. Male
1
1
1
3
4
5
60 113 106 96 108 119 103 95 101 79 85 59 36 13 7
595 585 1,180
-
-
-
-
-
1. Female 35
50
12
2. Female
10
40 23
13
2
1
2
3 2
1
53
5. Male .
5
18
14
13
6
1
3
60
50
98
7. Male
18. Male .
5
13'11
7
4
1
41
7
5
3
1
Male.
13. Female
12. Male
12. Female
17 14
HIGH SCHOOL.
TEACHERS.
Grade.
Enrollment.
Maximum
Class Room
Membership.
Average
Membership
Absence's. Half-Day
Average
Attendance.
Tardinesses.
Dismissals.
Truancies.
Visitors.
Aver. Age of
Pupils, Sept. 15, 1897.
Irving W. Horne, Principal
13
5
3.2
36
95.5
23
5
0
Ella Macgregor
12
18
12.
314
88.9
55
44
0
M. Agnes Lane.
11
31
27.5
440
93.2
60
44
0
·
-
10
67
50.7
896
92.5
136
52
()
54
Y. M.
Irving W. Horne, Principal
-
Ella Macgregor
13
4
·
4. 30
93.7
16
9
0
39
17 2
Julia Ellsworth
12
20
22
16.3
154
94.1
60
32
0
40
16
3
Grace I. Fox, to Nov. 5, '97
11
31
31
29.7
216
95.5
40
72
0
41
15
5
Celia F. Stacy, from Nov. 29,'97
10
61
60
59.1
232
97.4
65
82
0
45
14
4
Emily Streiferd, (Music) September to December.
June.
Dec.
For the Year .
13
5-4
3.5
66
94.7
39
14
0
12
18-20
13.7
468
91.
115
76
0
·
11
31-31
·
67-61
54.
1128
94.4
201
134
0
·
Totals
121-116
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