USA > Massachusetts > Middlesex County > Chelmsford > Town annual report of Chelmsford 1910 > Part 5
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Some work should be done on the grounds at North Row and at South Row; at the latter place the fence must be rebuilt.
The grounds at East and West should be re-seeded, the extremely dry weather of last summer having killed the grass at these places.
A great deal remains to be done to make the school grounds attractive, but with a little intelligently directed work done each year, some progress at least will be made toward ideal conditions.
109
APPROPRIATIONS
We respectfully recommend the sum of $26,130 for the support of schools for the fiscal year ending Feb. 28, 1911, in items as follows :
Teaching .
$16,500 00
Care
1,900 00
Fuel
1,500 00
Superintendent
1,280 00
Incidentals
300 00
Transportation
1,300 00
Apparatus
50 00
Furniture and Repairs
1,500 00
Text Books and Supplies
1,500 00
Medical Attendance
300 00
$26,130 00
GEO. F. WHITE,
JOHN J. MONAHAN,
HERBERT E. ELLIS,
School Committee.
110
SCHOOL CALENDAR, 1910-1911
March 11, 1910-First eight grades close for two weeks' vacation. March 18, 1910-Ninth grades and High Schools close for one week's vacation.
March 28, 1910-All schools open for spring term.
April 18, 1910-Patriotic exercises for last hour of the day.
April 19, 1910-Patriots' Day, Holiday.
May 27, 1910-Patriotic exercises for last hour of the day.
May 30, 1910-Memorial Day, Holiday.
June 14, 1910-Flag Day, patriotic exercises last half hour.
June 23, 1910-High School Graduation exercises at North.
June 24, 1910-High School Graduation exercises at Center.
June 24, 1910-All schools close for summer vacation.
Sept. 6, 1910-All schools open for fall term.
Nov. 3, 1910-Bryant exercises, last half hour.
Nov. 23, 1910-Thanksgiving exercises, last hour.
Nov. 24 -- Nov. 28, 1910-Thanksgiving recess.
Nov. 28, 1910-Schools open.
Dec. 16, 1910-Whittier exercises, last half hour.
Dec. 16, 1910-First eight grades close for two weeks' vacation.
Dec. 23, 1910-Ninth grades and High Schools close for one week's vacation.
Jan. 2, 1911-All schools open for winter term.
Feb. 10, 1911-Lincoln exercises, last hour.
Feb. 21, 1911-Washington exercises, last hour.
Feb. 22, 1911-Washington's Birthday, Holiday.
Feb. 23, 1911-Lowell exercises, last half hour. Feb. 27, 1911-Longfellow exercises, last half hour.
March 31, 1911-First eight grades close for two weeks' vacation.
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April 7, 1911-Ninth grades and High Schools close for one week's vacation.
April 17, 1911-All schools open for spring term.
April 18, 1911-Patriotic exercises, last hour.
April 19, 1911-Patriots' Day, Holiday.
May 25, 1911-Emerson exercises, last half hour.
May 29, 1911-Patriotic exercises, last hour.
May 30, 1911-Memorial day, holiday.
June 22, 1911-High School Graduation, Center.
June 23, 1911-High School Graduation, North.
June 23, 1911-All schools close for summer vacation.
For registry purposes in ninth grades and high schools, the fall and winter terms will each be fourteen weeks in length and the spring term twelve weeks.
For registry purposes in the first eight grades, the fall and winter terms will each be thirteen weeks in length and the spring term twelve weeks.
Superintendent's Report
To the School Committee of the Town of Chelmsford.
GENTLEMEN :
In accordance with your rules, I have the honor to present herewith my first annual report as Superintendent of Schools. This report is the thirty-sixth in the series issued by Superintendents in this town.
The following is a review of items of interest in the ad- ministration of our school system :
Course of Study. Plan and Progress Records. Examinations.
Penmanship. New Books.
Book Needs.
Comparative Statistical Table.
Rules and Regulations.
Medical Inspection.
Sight and Hearing Tests. Teachers and Salaries.
Repairs. Crowded Conditions at North. Conditions at Center School. School Statistics. High School Graduates.
. High School Diploma Points. Six Reasons Why a High School Education Pays. Roll of Honor.
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Special Reports :
(A) Supervisor of Music.
(B) Supervisor of Drawing.
(c) Center School.
Conclusion.
THE COURSE OF STUDY
Readers of this report will note that the customary print- ing of the Chelmsford course of study has been omitted in this number. Teachers are still using the course as previously given, that is in the main; but it is expected that by next September another course of study. founded upon the follow- ing principles, will be in use.
The course of study in a system of schools serves a two- fold purpose : one economic, the other educational. Its econ- omic function is the unifying of the system, the cohesive force. The educational function of the course is to serve as a guide to the individual teachers in their work. The unity to be sought is one of aim and purpose, the development of each child into the best possible for him. Individual growth, which is education, rather than the knowledge of the same facts by all, is the end. The absolute requirement of a course of study should be " results," as shown in the knowledge and power of the children, and these results should be determined not by narrow tests, but by standards of growth wisely and personally applied. They necessarily include steady growth by the children in fitness for life as it comes to them, the acquisition of sufficient intellectual power to enable them to meet the demands of school life in its higher grades; this - demands at least a reasonable minimum of knowledge of the accepted fundamentals, but not necessarily all the knowledge, or the same knowledge, of those subjects that other children in the same or in other schools may possess, but merely that which is essential to progression in work. A pupil who can- not perform reasonably difficult problems in addition and multiplication is not qualified to work in interest, and if this
114
power has not been acquired at the proper time, something has been wrong, because addition is fundamental to mathe- matics, but a knowledge of duodecimals is not essential to work in percentage, even if it comes before it in the book.
In addition to the prescribed fundamental subjects, with their requirements for each grade broadly stated, the unity of the system requires that the course of study be rich in sug- gestion as to detail, additional material, and the treatment and development of the different subjects. Prescribed matter relating to detail and method-matter which says, "Only so far and no more," " By this route and no other," such is danger- ous not only to the freedom of the teacher, but to the real spiritual unity of the system itself; but when suggested, it becomes promotive of both these desirable ends. If the unity of the system is to be one of spirit and of aim. all means that tend to make clear the aim and to cultivate the proper spirit are helpful. The highest and best unity can be secured through suggestion and inspiration, never through force or prescription. The second function of a course of study is to serve as a guide to the teacher in her daily work. There must be prescription as to fundamentals, freedom as to detail and methods. The teacher needs to have requirements stated positively and clearly so that she may be sure of her ground, and may prepare her children to progress without check or setback. The results expected of her class must be stated in unmistakable language, and also the general phases of the subjects upon which her efforts should be expended. But these should be given in broad terms of unity rather than of uniformity. The course of study should not give daily pro- grams to the teachers of the different grades, even approxi- mately. While these programs are of the utmost importance, as set forth in the article on " Plan and Progress Records," still they are matters of detail to be worked out in every school by the teacher according to conditions. This is necessary if the desired results are to be secured. Teachers who are fit for their places can attend to these matters better than the maker of the course of study, and they should be not merely allowed, but required to do so for their own growth. A cast-iron
115
course of study endangers the teacher's power of initiative, her most valuable mental possession. A premium rather than the threat of disapproval should be set upon originality that secures results in fresh ways. For the good of the teacher as well as for the unity of the system, a course of study should be rigid in its requirements as to results in the fundamentals, but should leave to the teachers its application and adminis- tration in particular fields.
A course of study should not be too easy of comprehen- sion. It should require study on the part of teachers; study of the course itself, in order to comprehend it, and study outside the course for help in administering it. A course that a teacher can keep in her desk and follow satisfactorily by occasional references to it, is by no means an ideal course.
It is not enough that the course of study states that the work in any particular subject shall cover so many pages of such and such books, or that it shall include certain named topics ; it should both suggest more topics than can be pursued, and should throw as many sidelights as possible upon the subjects, indicate sources of information, and point out poss- ible correlations with other branches of study.
If the aim of the course of study is really the growth of children individually into knowledge, power, and civic right- eousness, the course of study should make that aim plain at every step, that the teachers may be inspired by the high end, and may take account of the individual status and needs of the children.
PLAN AND PROGRESS RECORDS
All teachers have been required since September, 1909, to keep daily plan books, supplied by the department for the purpose. In the same book there are sections for progress records, but the filling in of those after each day's sessions has not been insisted upon ; this may come next year. The plan record is intended as a prophecy of the coming" day's work; the progress records will record fulfillment, what has actually been accomplished. In the plan part of the book are to be set
116
forth in logical order from day to day the various facts and principles to be taught under each subject, with sufficient detail to illustrate clearly what is meant. The chief points of value of such plan and progress books are : (1) For the pupil, a more profitable recitation, more forceful and vigorous teach- ing, and more carefully selected and prepared work; (2) For the teacher, freedom from anxiety as to what to do next, and the benefit that always accrue to careful preparation ; (3) For the substitute, easy taking up of the work of the day; (4) For the principal, superintendent or other visitor, a bird's-eye view of the teacher's and pupils' work.
An inspector of the work of the school has to guard against substituting and examination of these books for a more thorough investigation of the actual work of the teacher and class.
It is reasonable to require different degrees of preparation by different teachers, demanding from the new teacher a more detailed plan and a more exact record of progress than from the older and more experienced teachers.
The cheerfulness and general good spirit with which teachers have complied with this requirement have been very gratifying. The teacher who is not afraid of work and does actually spend time in preparation of and good thought upon the lessons of the next day does not find the task irksome.
EXAMINATIONS-JAN. 31 AND FEB. 1
Tests afford pupils a tangible and reliable measure of their progress and condition-an important assistance. It is a common failing of pupils to overestimate their acquirements, and this is true even when their knowledge and power are subjected to searching oral tests in the recitation. In written examinations all pupils have the same tests and an equal opportunity to meet them.
But the above mentioned failing is not confined to pupils. Teachers as a rule overestimate the progress of their pupils, and the' more superficial the teacher, the greater this failing.
117
Written tests greatly assist the teacher in correcting this ten- dency. They not only disclose the actual condition of his pupils, but defects in his teaching, not revealed even by the recitation. A searching written examination in schools where teachers talk and explain much, and the pupils recite very little; where the instruction is given largely in the form of running talks without a halt to test results, is an eye-opener.
The questions employed in a written examination should be a test of the pupil's knowledge of subjects, and not of his ability to repeat words-a test of his power to observe, to think, to reason and to express what he knows. They should place training before cramming.
Examination results should not be used for the public comparison of pupils. They are chiefly for the eye of the teacher and superintendent, and it is sufficient if each pupil knows the results of his own efforts.
Examination results should not be made the only basis for the promotion of pupils. A. pupil's daily success in school work should be a more important factor in determining his promotion than the results of one or more stated examinations. In Chelmsford, we have adopted the plan of allowing daily work three-fourths credit and examinations one-fourth.
It was with the above principles in mind that un- announced tests were given on Jan. 31 and Feb. 1. The per cent results were not all that might be desired. The benefits realized lay largely in the eye-opening experienced by teachers and pupils alike. The questions were arranged by the respect- ive teachers, so that no charge of unfairness could be made. Several teachers frankly acknowledged that their attitude of disapproval subsequently became one of gratitude when facts were revealed which disclosed accurately (a) the comparative progress of the different pupils; (b) the defects in teaching and study; (c) the importance of accuracy and fullness in the expression of knowledge; (d) the certainty that the tests afforded a healthy stimulus to pupils, increasing their atten- tion to instruction and their effort to master the subject taught.
115
PENMANSHIP
There is nothing mysterious or essentially difficult in the act of writing : the mechanics of penmanship is exceedingly simple, in fact it is more easily acquired under a natural method than any other mode of expression.
The discoverer of the American or Spencerian hand- writing found the law of the easiest movement consistent with legibility, and. at the same time, with the greatest economy of physical action. The strong reaction from the Spencerian system in favor of perpendicular or vertical penmanship. which swept the country to a "pendulumistic " extreme a few years ago. had its origin in long continued attempts to make slanting lines with the up-and-down movement of the fingers. The sole reason for the slanting lines is that it is made with the least possible expenditure of physical energy. The slant required in the medial or semi- slant system of writing which is now being taught in all Chelmsford schools to the exclusion of the vertical, is perfectly adapted to the arm movement. but wholly unnatural for the finger movement. The finger movement when natural, is perpendicular or vertical. It demands a constant tension or contraction of the muscles of the fingers. The fundamental reason against this .. past fad " lies in the following: nerve currents. according to the latest authorities in child-study, are distributed very slowly from the spinal cord to the bodily extremities This fact gives us the reason why children move more freely and naturally in broad lines or curves. and why the attempt to train the extremities and lead them to make short lines and curves before due strength has been received from the center. reacts upon that center, weakening and crippling the whole body. The unlearning of a bad habit is a much more serious thing than the acquirement of a good one. hence the difficulty which children and teachers have realized in the change of style of writing. If any interested party desires to know first- hand the results gained after a six months' fair trial. I refer such a one to Miss McFarlin of the Center School. In her room teacher and pupils of the seventh and eighth grades took
119
hold of the matter with admirable spirit; the finished products recently inspected are remarkably good. Many other teachers have gained creditable results. All are enthusiastically work- ing to put into practice the principles admirably set forth and illustrated in Clark's " Public School Penmanship," a manual to which each teacher has access. It will not be long before each Chelmsford pupil has acquired a handwriting that is legible, rapid, and automatic.
NEW BOOKS
School books fulfil an indispensable function. The in- dividual who is ever to become independent of direct, per- sonal instruction must learn how to gain thought through the printed page, yet one cannot escape the conclusion that oral instruction is, generally speaking, the more efficient, and there is no doubt that it should be the principal medium of instruction in the elementary grades. The text book is valuable in that it offers a plan, and, although it may be de- fective, it is certainly far superior to the average plan of the ordinary teacher. The proper use of the text book grades the work and gives it unity.
The purchase of school books since the opening in Sep- tember, 19 9, has been influenced by the following factors: (1) What books must be supplied to replace the most unfit for further use? (2) What texts are absolutely necessary to fill out sets too small for increased enrollment? (3) What can be bought with the limited means at our command?
The distribution of the 8837 text books in the eight school centers of the town, as reported by the various teach- ers last June, was as follows:
North . 3407
South . 48 I
Centre 2682
South Row 269
West
:50
Golden Cove I72
East
533
North Row I43
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Of the above total 1386 were reported "unfit for use"; a conservative estimate would have classified as many more "unfit for use" if the extremely soiled condition resulting from long continued usage had been fully taken into ac- count.
Of the 160 books sent away to be repaired, 146 were re- turned rebound, at a total cost of $24.66. The economy in rebinding old books is very doubtful. The paper becomes so worn and rotten from age that it is rarely that a rebound book gives satisfaction, especially when made up of such "unfit for use" books as Chelmsford has been sending away. The practice is doubtless profitable when texts that have been used two or three years have broken bindings but no lost pages.
The following is an abbreviated record of the largest lots in the 1043 new books purchased since September 7 :-
25 Chardenal's Complete Frencli Course . Pub. Allyn & Bacon
46 Tilden's Commercial Geography. Pub. Benj. H. Sanborn
47 Mowry's Essentials of U. S. History . Pub. Silver, Burdett 205 Bailey and Manley Speller Houghton, Mifflin Co.
50 McMaster's School History American Book Co.
40 Blodgett's 2nd Reader. Ginn & Co.
110 Aldine Primers and Readers. Newson & Co.
41 Child Life 2nd. The Macmillan Co.
50 Morris' School History. Lippincott Co.
30 Mace's Primary History Rand, McNally & Co.
The joy manifested by teachers as well as pupils in hav- ing new and attractive texts, and the actual educational profit in the elimination of such complaints as "My book hasn't that page," and "May I have another book, the page is torn in mine? " is very evident to those who know school work. The teacher is relieved of annoyance, the pupil has added in- terest, work goes more smoothly and difficulties are more cheerfully undertaken.
121
BOOK NEEDS
The texts in reading being used by grades one to five inclusive are inadequate and in very many cases in poor condition, especially in the first three grades.
The unhygienic condition of the very many of the soiled and thumbed primary readers, makes them positively unfit for use by any child, be he rich or poor.
The elementary English and grammar texts need atten- tion ; either a general replenishing of the texts now in use, or the exchange for a more modern work.
The tattered, torn and worn geographies in grades five to eight demand attention of some sort.
It is generally acknowledged that the study of hygiene can be more systematically and affectively carried on with health books in the pupils' hands for reading and as a basis for discussion. There are none at present.
In view of these needs and of others unmentioned for lack of space, the writer strongly recommends an increased appro- priation for books and supplies.
122
STATISTICS
The following table has been arranged to show (a) the degree of progress Chelmsford has made along school lines during a period covering twelve years ; (b) Chelmsford's comparative standing in relation to similar statistics of a group of eleven towns of about the same population ; (c) Chelmsford's rating with other places of locational interest. Attention is respectfully called to the following facts :
(1). The average school membership of Chelmsford has increased 264 during the twelve year period, not including the gain of the present school year over that of the preceding, 1908-1909.
(2). Has the increase in appropriation for books and supplies kept pace with the increase in valuation? or the increase in membership ?
(3). Is the average amount expended for books and supplies as large as that reported by other towns ? Are we doing all that we ought to along this line ?
(4). There has been a creditable increase in teachers' salaries, $35 37 to $48.89, but that is not commensurate with the increased cost of living.
(5). Our rank according to the local tax for educating each child in the average membership compared with the other 353 towns and cities in the State, has risen from 234 in 1896-1897 to 105 in 1908-1909. This is good.
(6). Chelmsford's total expenditure for the support of the public schools is exceeded by Barnstable's, Belmont's, Fairhaven's, Needham's, Walpole's, North Andover's. Ought it to be ?
(7). The per cent part that the local tax for school sup- port is of the total local tax for all town expenses compares favorably with the majority of places in the group, but eight of the eleven towns of similar population, do better in the amount appropriated to the support of schools for each thou- sand dollars of valuation.
These statistics are taken from the "advanced sheets" of the 73rd Annual Report of the Board of Education covering the school year September, 1908 - June, 1909, excepting those showing Chelmsford's past record.
SCHOOL YEAR 1908 - 1909 - SEPTEMBER TO JULY
POPULATION, STATE CENSUS, 1905
VALUATION, MAY 1, 1908
Number of Public Schools
Number of persons in Town between
Number of persons in Town between
Number of different pupils of all ages in
Average membership of all the schools
Percentage of attendance based on
Number graduated from grammar
Number of teachers required by the
Number of teachers who have graduated
Average wage per month of female
Average number of months public
Teachers' wages for school year
Conveyance of pupils
School Committee, including clerical
Text books aud supplies
Total expenditure for support of
Total expenditure derived from other
Amount raised by local taxation and
Local tax for support
Local tax plus State tax
Books and supplies
Transportation
Public Document No. 19, May 1, 1909 support is of the total local tax .-
for each child in the average member.
ship of the public schools by the local
property appropriated for support of
Amount appropriated to the support of
valuation
(1895)
(1896)
3,162
17
501
30
679
513
93
18
23
$35 37
8.17
$108.50
$60.
$664.
$17,998.
$676.
$17,322.
$14.97
$15 33
$1.29
$ .21
48.2
234
245
$3.52
(1900)
(1900)
2,448,848
20
672
507
74"
631
88
21
11
38,39
91
8,601
1,503.
162.
1,141.
15,154.
1,029.
14,126.
21.02
22 38
1.80
2 38
41.
121
78
5.76
Chelmsford (1900-1901)
(1900)
(1902)
2,673,290
20
741
537
80
671
.89
23
9
39.74
8.15
9,099
1,282.
241.
939.
15,353.
1,378.
13,975.
20.83
22.88
1.40
1,91
36.5
185
134
5.23
Chelmsford (1902-1903)
3,984
(1905)
23
755
548
819
718
.89
27
14
43.04
8 14
11,848
859.
267.
1,100.
18,902.
1,042.
17,860.
24 88
26 33
1.20
1.53
43.
119
108
5.88
Chelmsford (1905-1906)
4,254
(1908)
26
835
589
871
77
.92
29
30
18
48 89
9 6
15,369
1,061.
231 50
1,088.49
23,111.47
1,150 05
21,962.42
28 26
29.74
1 41
1,35
35.2
105
160
5.37
Barnstable.
4.336
23
601
488
800
721
.92
57
30
14
52.
9 4
19,340
4,051.
1,643.
31,363.
2,888.
28,475. 27,130.
39.49
43.50
2.27
5.61
33.
17
190
5.00
Belmont
4.360
6,078,650
21
855
577
382
770
91
44
25
14
59.08
9 6
18,506
27.59
1,597 50
27,420.
290.
24 689.
16,693.
18.74
46.44
3.20
1.95
26.
276
139
5.59
Fairhaven
4.235
2,987,822
23
941
761
1028
891
91
53
34
22
64.83
9-10
25,538
1,741.
1,911.
21,098.
548.
20,550.
25 50
26.18
2.37
.74
28.4
149
55
6 86
Mansfied .
4.245
2,996,578
21
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