USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1916-1918 > Part 19
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provision should be made.
The expert who was called into the case, gave it as his opinion that the chimney itself was not high enough and recom- mended an addition of about twenty feet. Mr. Cleghorn him- self informed me that the chimney itself should be seventy feet, and suggested that a sheet iron stack of 15 to 20 feet be added to the present chimney to test out the correctness of his theory. This has been done and a very noticeable improvement in the draft has resulted,
At present the combustion is very imperfect and therefore wasteful. With the addition made as suggested the saving in fuel would soon offset the initial expense.
The coal bunkers, too. originally intended for soft coal, are wholly inadequate, The floors are uneven, the bins are irregu- lar and so irconven!ent that the fireman's strength and endurance are taxed to the breaking point,
Unless there is some good reason, unknown to me, for not disturbing things as they are, I would suggest that the soil be excavated to a sufficient depth, the floors carefully graded to the level of the boiler room; the front partition set back sufficiently so as to allow the fireman to clean the boiler, and to perform his many other duties under more favorable conditions. . At present the place is a veritable man-killer; as our former janitor frequently declared,
These changes would give sufficient capacity for storing a supply of coal that would carry us nearly through the year and allow us to take advantage of the market, in making our pur- chases of fuel. The labors of the fireman also would be con- siderably lightened.
Most of the floors in the Manning School haee never been relaid. After forty-five years of almost continuous wear, it is not strange if they have become unsightly, unsanitary, and im- possible to thoroughly cleanse. By relaying the floors of one
.
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or two rooms each season, the expense would be spread over a series of years, and would not prove burdensome.
Our system of repairs should include a provision for paint- ing one, at least, of our school buildings each year. Buildings, unless well cared for, depreciate very rapidly, and to withhold a coat of paint when actually needed is not economy.
Neglected school property of any kind gives an undesira- ble impression and is a strong evidence of the lack of civic and educational interest in a community. We are not seeking nor deserving of any such notoriety.
The purchase of a copper boiler for the Domestic Science Department, a band-saw and a turning-lathe for the Manual Training Department as recommended last year, was not made on account of the present excessive cost of these articles. I ad- vise a further postponement of the matter until prices return to a more normal level.
The unsanitary arrangements at some of our schools call for earnest consideration, The improvements are greatly need- ed; and, but for the excessive cost, would have been made dur- ing the year just closed. Possibly you will deem it essential that these be made in one or more of these schools this year.
The recommendation made last year for a six hour day of two sessions for our High School, was not carried out, as it was thought that some of the older boys might be of assistance in harvesting the crops. But in this we were disappointed; they did not care to work in the field.
Accepting this as an evidence that the boys preferred to remain in school; we have again asked your attention to this very important change in our High School program.
This plan has the unqualified endorsement of educators throughout the country. Our own State Board of Education has repeatedly urged its adoption. The generally accepted opinion that the present furnishes golden opportunities for
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young men and young women with a good, broad educational training, should induce both parents and pupils to demand the largest possible returns from our educational equipment. Our sense of patriotic duty should impel us to make every prepara- tion for a future that will be fraught with tremendous responsi- bilities, upon whose faithful discharge will depend the welfare of both the individual and the nation.
A closer articulation between the Junior and Senior High Schools calls for this change. This will result in a closer gra- ding, a broader scholarship and a saving in expense. I feel that it is demanded by every consideration of the physical, in- tellectual and moral well-being of our youth.
Let us consider briefly some of the objections to the pres- ent method; and, in doing this, let us confine ourselves to the three-fold nature of the child for whose highest development we are striving.
Prof. Holmes of Harvard University in his enunciation of the fundamental principles of education says this: "In the total preparation of the individual for a life at once significant to himself (by reason of the varied and profitable exercise of his powers) and useful to society (by reason of the organization of his activities under socially valuable purposes) it is the function of the school: first, in its equipment, program, and proceedure to guard and promote the pupil's physical development!"
First of all, then, let us examine into the physical aspects of the case and see if our children are all that they should be physically, or if they are surrounded hy those conditions or cir- cumstances best calculated to promote that development whose perfection is to be found in the strong, vigorous, up-standing man-a tremendous asset in itself.
Are they? Let us hear what others have to say on this point. Said a good friend of all our school children to a member of our School Board last graduation: "How small your
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children are." "They look anæmic, as if they were not well nourished." "Do they have physical training?" .
This from a member of the freshman class: "Comes twelve o'clock, it seems as though I could eat my desk. But when I get home at quarter of two, I can't eat anything."
Again, we have a boy in one of the grades that has been under observation since last September,-we have several of them of course, but in this particular case, the teacher is making this pupil the subject of her studies along the line of retarded development. I am giving you a verbatim copy of the letter which was returned with the paper which had been forwarded for examination and which, I am pleased to say, received the rank of "A".
"This is one of the most interesting expressions of under- standing of a child's characteristics with the consequent training which has come to my desk. It is a real contribution to child- study, and I am taking the liberty of copying it.
"I am interested to know more about this boy. I infer that he is under-nourished, that he has not an intelligently provided diet, and that his habits of living both as regards sleep and the program of his working hours may be hap-hazard."
Our school begins at 8:30. I will ask you to judge of the amount of breakfast the average child in the average home will partake of these winter mornings-even where proper food in sufficient quantity is provided, and even where he is forced to arise in proper season. Will it be sufficient to carry him through until nearly two o'clock, even when supplemented by a cold lunch?
Let it be remembered that these are young children, some of them just entering upon the period of adolescence, when every care should be given to the full, well-rounded develop- ment of the whole body.
Proper physical development is conditioned upon proper
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food, taken at regular and reasonable intervals of time, and in proper amounts. Any deviation from this rule, especially in the case of growing children, results disastrously to the individ- ual and to society at large. We cannot violate the laws of nature with impunity. The iniquities of the fathers will surely
be visited upon the children and there can be no escape. In- capacity, unhappiness, and suffering are too much in evidence. The schools should become a powerful agency in overcoming these evils, by building up a strong, vigorous, virile type of man- hood.
Let it never be said of them, that they were unfaithful to their great trust or that they were deliberately neglectful of their obligations and opportunities.
Secondly, would the proposed change result beneficially when considered from the intellectual point of view?
Every one is aware that subjects and courses have multi- plied almost beyond belief in the last few years. In fact. so rapidly have additions to our stock of knowledge been made and so great is their sum total today, that we have been obliged to content ourselves with just touching the high places of the range, and leaving the valleys to be filled in to such an extent and in such manner as the time at our disposal permitted.
This has unavoidably led to a degree of superficiality in our work and furnished our critics the larger part of their offensive armament.
Herein, then, lies the difference between the schools of yesterday and the schools of today. Then we had fewer sub- jects and sufficient time to teach them thoroughly. Today we have vastly more subjects and considerably less time, and mediocre results are inevitable.
We must give the pupil the broadest possible outlook of the world and its manifold activities, his horizon must be ex- tended in all directions, in order that he may make a wise
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choice as to the particular field he may wish to occupy later on. We must do this for him, or else we shall fall short of our obli- gations; but we must also give him the means whereby, when once placed, he may be enabled to earn a livelihood and main- tain his position among his fellowmen. The first course is dic- tated by an enlightened sense of the larger possibilities for the pupil; the last, by the inexorable demands of the times. The school attempts to supply both and partially fails in each.
The one great pressing need, the one absolutely necessary factor in the situation, is time, and more time. With more time we could do more work and better work. Our pupils should have more time for reviews. More time is needed for drill and for driving home the fundamental principles upon which the various subjects are based; more time for clear straight think- ing.
This would be of immense benefit to the pupil. It would help to a fuller comprehension of the old subject. It would lead to a better organization of ideas, and increase the power and capacity of application. It would answer the challenge of our critics and restore confidence in the work of our schools.
We need time for many things in our schools that have been taken from our courses of study to make room for the "essentials." We should find time for more singing, for read- ing, spelling, declamation, ethics, civics, and earnest heart-to- heart talks with classes and individuals. With the longer day we could feel the time given up to a lecture or debate, or a concert, was not being purloined from the period of required study.
The broader uses of the school would be more apparent to the pupil and his appreciation of its efforts and purposes as an important educational center, giving a fuller preparation for life, would be increased. He would bring more to the school and the school would give him more in return. More rational
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methods of instruction could be used, more strength and vital- ity imparted to our teaching. The knowledge gained would be more thoroughly assimilated and possess a larger practical value and application. Little by little he would realize that the school and the world were the necessary complements of each other; that the work of the schools is not merely an incident in, but an essential part of, the great scheme of life-a scheme in which he himself, more than anyone, else, holds the largest and deepest personal interest.
Thirdly, would the change offer any possible advantages in the foundation of correct habits and character building? It would be a steadying influence, certainly, and give a tinge of seriousness, an evidence of purpose, in the conduct of our pu- pils, of which in some cases there is a very marked absence.
All that has been said in reference to promoting the inter- est of pupils in their work will apply with equal force in this connection. Industry and virtue have always been yoke-mates. The boy who can be made to apply himself successfully to his tasks is acquiring unconsciously those habits that will enable him to view life in its true perspective. With a little guidance he will become a valuable member of society.
"Not so with the idler and the slacker." If we are to suc- ceed with him, more time must be given to a thorough sudy of his individual needs, and in planning corrective measures and methods.
These pupils are not as a rule vicious, nor mentally defic- ient, They are simply lazy and weak in moral purpose. They need an enviroment that will most successfully impel to right conduct-an influence that is kindly, strong and continuous. The home and the school should have a larger share of the time of these pupils, the street and the shop far less, if we are to cope successfully with the evil influences that confront our youth at almost every tnrn. Taking the country over, the wreckage is
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appalling.
There should be no divided responsibility in this matter. Between the school and the home there must be the closest co- ordination and co-operation, else our boys and girls will not get the right start in life.
As I have said before. we need more time for those heart- to-heart talks with our pupils. There should be the closest, most cordial, and most friendly relations between the teacher and the pupils of his class. In the present rush and drive to get through, the only time the teacher has to win the confidence of his pupils is during the recitation. Here he may, by his ability and skill, be able to gain their respect and good-will. But he will never become their oracle, never secure that close and intimate friendship, which prompts them to seek his coun- sel and guidance in times of trouble.
And this is just what our boys and girls most sorely need. It is the recognition of this fact that has brought the subject of vo- cational guidance so forcibly to our attention. We should go farther and have ethical and moral guidance as well.
Yes, these heart-to-heart talks open a most promising and most satisfactory field. How often has a single word caught the attention of some seemingly careless boy or girl and given point and purpose to a life which afteward became a power for good and a benediction to the whole race! History is so full of instances of this kind that I will dwell no longer upon this point.
And then the home influence. I claim that under the pres- ent arrangements the school is unconsciously and unavoidably antagonizing the home. What chance has a boy or a girl to enjoy and partake of the pleasures of the home when lessons that should be learned are hanging like the sword of Damocles over his head? What a condition, when preparation of school work means banishment or failure in lessons as an alternative!
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Lessons should be learned in school where the assistance of the teacher may be secured, if necessary. The child should be al- lowed a place in the home circle whose influence, in most cases, has been and should always be an immeasurable blessing.
Let us bring then to this task of character building all the time, all'the wisdom, and all the patience at our command.
Age of Admission.
In our town the age at which children shall be admitted to school assumes somewhat of a local aspect. A large percent- age of the children in our primary grades are of foreign parent- age. Nearly two-thirds of the children born in town last year were of this stock.
If we are to Americanize them through the schools, it is imperative that we admit them reasonably early. By law we are compelled to grant them a labor certificate upon completing the work of the fourth grade and upon becoming fourteen years of age.
It was therefore decided to admit any child who would be- come five years of age on or before Dec. 31, of the current school year. Those becoming five after that date will be ad- mitted in September of the next year.
Under this rule we can continue the child in school beyond the fourth grade and in many cases-even through the Junior High School-before he becomes fourteen years of age. The effect of this additional schooling is obvious to all. Were the age limit raised to 16 years these pupils would constitute a most promising contingent of our school population.
This change however crowded our primaries to their capaci- ty, and we were obliged to transfer a member of pupils to schools outside of old district boundaries.
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Parents were very considerate; and through some incon- veniencies were necessarily imposed, every thing settled down pleasantly, and the children are progressing in their work.
Three of our primaries are working under a handicap. The Wainwright, the Dennison and the Payne have two grades each in the same room, and it would be impossible, with infer- ior teachers, to keep these first grades up to the other first grades of the town,
It is an injustice to teachers and pupils alike; but as matters stand I see no practical solution of the problem. We cannot take the second grade from the Wainwright and transfer it to the Dennison as the distance is too great. Moreover, there would be too few in the first grade remaining to constitute a school; and again, we cannot send the first grade of the Denni- son to the Wainwright as the distance here is too great. The same is true of the Payne School. I feel that the best possible is being done under existing physical conditions, and regret to admit that such conditions change but slowly.
Grading.
An attempt was made at the beginning of the school year in September to inaugurate some method of individual selection which would assist materially in improving our system of gra- ding.
Accordingly, a program was adopted by which the recita- tion of a given subject came at the same hour throughout the first six grades. That is, all the arithmetic came during the first period, from 9.00 to 9.40, and so on.
This enabled a pupil whose general average consigned to the fourth grade, to recite with the fifth grade, if he was capable of doing fifth grade work in that subject, and there has been
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some gain in this direction.
While this system had its limitations, it has been very help- ful in quite a number of cases. Especially is this true among the pupils of foreign birth. These are generally much older than the average, have more mature minds, and show a decided aptitude for some one subject. Once a pupil is permitted to recite with an advanced grade in any subject-arithmetic, let us say -he dislikes to go to the lower grade for his reading or his language work. In a majority of cases he concentrates his attention on the lower grade subjects, and works off his con- ditions successively until he becomes a full-fledged member of of the upper grade.
With all its imperfections and inherent weaknesses, it does furnish a motive, stimulates ambition, leads the pupil to seek the asssistance and co-operation of his teacher. It also enables us to hold the pupil in school for a longer time. It also allows the pupil to exercise to a limited degree his own selective faculities, and shows individual trends and aptitudes which, if made a matter of record as they should be, will assist very ma- terially in the choice of his life calling later on.
Still results are not altogether satisfactory. All individual differences cannot be reached by this method, and I have very serious doubts as to whether any one method will accomplish all that we desire.
Minimum requirements, if made low enough, will insure a large percentage of promotions. But will it give full time em- ployment to the brighter pupils? With us it has not done this, and our losses here have offset all gains in the other direction.
By combining two or more of these methods, and by en- deavoring to supply individual needs by group teaching, we are in hopes to secure better results.
The child that is quick in arithmetic may be slow in geog- raphy. With a more rational division of his time between these
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two subjects, he will be enabled to make a better showing in his weaker subject. Of course the class program may be dis- turbed. But what of that? Things may be reversed in a year or so. Meanwhile the pupil is developing an ability for self- help and he will be better fitted for class instruction by the changed treatment.
As I have said before, there is no one all-sufficient method; and while class instruction must be our chief reliance, the indi- vidual child must have more attention and help,
Measurements.
In recent years considerable effort has been made in col- lecting and tabulating results of school work in different parts of the country with the view of securing some reliable and uniform standard by which the work of our schools could be measured. This work is not completed as yet, and what has been accom- plished is some little way from perfection.
Under the old method the material for examination was se- lected by the teacher on the basis of her individual judgment as to the needs of her class. Each teacher did the same. There was no uniformity in the material selected, consequently the te- sults obtained from such hap-hazard selections had no value whatever as a basis of comparison. A rank of 85 per cent. given by two teachers in the same grade and subject meant nothing, as each was measuring results obtained from different material and on a basis of different individual judgment.
This method is still used by most teachers to check up their own work, and so long as this is the end aimed at it will serve its purpose. But when we wish, for the sake of comparison, to measure the work of our schools with that of other schools, or all schools in general, we are compelled to adopt some standard
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method of measuring results obtained from the same uniform material upon which the examination is based. The value of the work depends wholly upon the rule of uniformity, just as much as the inch or the foot upon our yardsticks. Otherwise it fails to become an instrument of precision.
A beginning has been made along these lines, and though the tests were made before the mid-year, the results obtained were quite satisfactory. To be absolutely fair to our schools these tests should be given again and this I propose to do in the near future.
The subjects include spelling, writing, history, geography, arithmetic and composition -all found in the first eight grades.
The scales and scores for the measurement of this work have been adopted quite generally, and some startling revela- tions may be expected. All that remains to be done is to give the tests and apply the yardstick to the results obtained. This means a deal of hard work; but it is some satisfaction to know that our schools are abreast of tho e in Tacoma or Salt Lake City. If they are not, we can ascertain the reason and apply the remedy.
Scores for all the high school subjects have not been worked out as yet, but enough has been accomplished to war- rant our making a start.
We make no claim that this system will be able to cure all educational ills. It will not. In fact, the best results of teaching cannot be measured. How far the influence of the teacher extends in the cultivation of ambition, moral courage, a strict regard for the rights of others, self-denial and the build- ing up of a social consciousness. and the spirit of genuine patriotism, can never be measured. If these results are ap- preciated, we should be satisfied.
But there are school activities that may be measured by
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this method with a degree of scientific accuracy not previously attained. And these results the public has a right to know. To the teacher and the school official they will be considered absolutely essential.
Upon such a basis, with the personal element largely elim- inated, we may hope to build up a system that will become a source of enlightenment to all concerned. It will suggest better standards, stop waste at its source, and correct faults of method and practice. World activities will have a larger part in the preparation of courses of study and the world and the school brought into a closer relationship. Non-essentials will give place to the more useful and practical, and the work of the schools made more valuable thereby.
Lastly, it gives us the means of conducting school enter- prises along the lines of a principle enunciated by Prof. Hanus of Harvard University: "A system of clear, adequate, incotest- able, and accessible records of the educational results progres- sively achieved, for the information of the staff, the board, and the public."
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