USA > Massachusetts > Plymouth County > Middleborough > Town annual report of Middleborough, Massachusetts 1900 > Part 6
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PROMOTIONS.
In 1894 new regulations governing the promotion of pupils were adopted. Two of the important changes were (1) no more daily marking of pupils, except for attendance,
32
and (2) no more examinations for promotion in the ele- mentary schools, except in grade 9. Since then the pro- motion examination in grade 9. has been abolished, and, a few minor changes have been made. The regulations have worked satisfactorily thus far. (For revised regulations see Exhibit H.).
The Cambridge plan of grading and promotion, introduced in December, 1894, has been very beneficial. Thus far it has made it possible for about 30 per cent. of the pupils who complete the elementary school course to gain one year, without omitting any essential part of the course. A few pupils have gained two years. We are able to follow the plan in two of the schools.
In the other schools individual promotions are made when- ever it is thought best, and bright pupils, who seem able and whose parents desire it, are given the opportunity, when practicable, to do two years' work in one.
PHYSIOLOGY AND HYGIENE.
The laws of the Commonwealth require that " physiology and hygiene, which, in both divisions of the subject, shall include special instruction as to the effects of alcoholic drinks, stimulants, and narcotics on the human system, shall be taught as a regular branch of study to all pupils in all schools supported wholly or in part by public money, except special schools maintained solely for instruction in particular branches, such as drawing, mechanics, art, and like studies."
While the teaching of this subject should result in mental development and the acquisition of a body of useful facts,
33
it is mainly on hygienic and moral grounds that its teaching in the public schools can be justified. Both body and mind must be kept in good working order if we wish to put into our work and play that energy and zest which come from a well nourished and vigorous body and a clear head. Right living is a powerful factor in securing physical and mental health.
Then, too, healthful living is very necessary in the build- ing of character - the supreme end of education. But char- acter is the result of moral action, hence morality is its basis. The importance, then, of the right teaching of the subject from the moral standpoint is very evident.
According to my interpretation of the law, the teaching of the subject should include such knowledge of the anatomy and physiology of our bodies, and of the nature of alcoholic drinks and other narcotics and the effects of their use, as will help pupils to a good understanding of the laws of health, to have respect for the body and mind, and to keep them in health, strength, and vigor.
It is the evident intent of the law that instruction in this subject shall have as its special purpose the inculcation of temperance. In view of the menace to the health and vigor, and, therefore, to the usefulness and happiness of the human race, which lies in intemperance, this is wise.
In order to make the teaching as effective as possible in this subject there is needed (1) a course of study whose limits are definitely defined ; (2) a right interpretation of the course; (3) the presentation of the subject in accord- ance with right principles and good methods ; (4) the teach-
34
ing of subject matter that is accurate ; and (5) well qualified teachers, who believe in the teaching of the subject with spe- cial reference to temperance, whom the children love and respect, and who themselves are living examples of temper- ate living.
We have tried to teach the subject in accordance with these requirements. In 1897, a new course of study was prepared and introduced. The subject is taught during the winter term of each year, three lessons a week. During the remaining time the teachers give such incidental instruction as occasion may demand. The teaching has been faithful, and the results have been good.
WRITING.
The subject of writing has received unusual attention within the past ten years, and today the interest in the dis- cussion as to what constitutes the best style of penmanship is even greater than at any former time.
Previous to the year 1890, the writer does not know of a single series of copy-books published in this country that was not based, substantially, upon the Standard Spencer- ian Slant of 52°. This was the prevailing slant taught in the schools. The average results, however, were not satis- factory. The writing in too many cases was poor. Illegible writing was too prevalent. The subject was difficult to teach and hard to learn. Besides, eminent medical authori- ties began to assure us that slanting writing produced de- formity and imperfect vision. It was not strange, therefore, that the educational mind was ready for a change.
Attempts were then made to return to vertical writing, for
35
we learn from the history of writing that the earliest ten- dency was to write straight letters. It was claimed that the posture required in writing vertically is both natural and easy and exercises both eyes equally. It was, therefore, to be preferred on hygienic grounds. Principally because of this fact and of its greater legibility, it received the ap- proval of many hygienists. In 1901, the International Con- gress of Hygiene favored vertical writing by a unanimous vote.
The first schools in America to use vertical writing, of which I have any knowledge, were in Kingston, Ontario. An exhibit of writing from those schools at the World's Columbian Exposition, Chicago, in 1893, attracted much attention and increased the interest in the subject in this country. The number of its able advocates rapidly in- creased, and its adoption spread with great rapidity.
Prior to the year 1895, the Spencerian Slant of 52° was taught in our schools. The results, in general, like in so many other places, were not satisfactory. Believing that this was largely due to the extreme slant of the writing and the angularity of the letters taught, it was decided to adopt a new system. The round, open style of the vertical forms seemed to me to be the correct style, but not so the verti- cality in the position of the letters. Study and observation had led me to believe that it was very difficult, if not im- possible, to write invariably with absolute perpendicularity, unless very slowly, and that it would largely result in an unsightly backhand or in a style in which the letters would frequently point in every direction except the perpendicular
36
one. Enthusiastic advocates of vertical writing admitted that the tendency would at first be backhand, but claimed that in time this would disappear. The general results obtained thus far, however, do not justify the claim. A noted educationist, in advocating vertical writing recently, admitted that in many cases it tends to backhandness, and asked, " What if it does? Suppose the letters do lean a little to the left, is that a crime?" No! it is not a crime, but a serious fault, for it defeats the chief advantages claimed for vertical writing.
Believing that a rounder and simpler style of letter than was formerly taught, with a medium slant to the right, was the most natural handwriting, and the Committee being of the same opinion, a system of intermedial penmanship was introduced and has been taught since then. The results that have been obtained are very satisfactory, and we have no desire to change to the vertical.
Our experience and those of others, recent scientific exper- iments which prove that a forward slant is the most natural handwriting, the growing dissatisfaction with vertical writ- ing, strengthen the belief that the writing of the future will have a slightly forward slant, and the simple, round style of the vertical forms. Such a system, both theoretically and practically, is hygienic, easily taught and learned, rapid, economical, and legible.
A fact that is too often overlooked in the teaching of this subject is that no system of writing, however perfect, will in itself insure good writing. The best results are obtained by those teachers who are well qualified to teach the subject. It requires the same earnest, painstaking, and intelligent
.
37
teaching that is required by the other subjects of the cur- riculum.
MUSIC.
Music was introduced into the schools in 1885. Before that time it was the custom to have singing of simple songs, but regular instruction in the subject was the exception and not the rule. Since 1893 all the elementary schools have been supplied with charts and books for carrying out a comprehensive course of musical instruction, but the work was carried on without special supervision until September, 1900.
Under this plan the results obtained by some teachers have been very good, while those of others have been meagre and unsatisfactory, notwithstanding earnest efforts to do well.
There was a reason for this. The teaching of music is an advanced art, for which many teachers are not prepared, without guidance, to teach the subject successfully. It is only as their work is skilfully directed, and they get inspi- ration and methods from those thoroughly competent to teach the subject, that the results will in anyway be com- mensurate with the money, time, and energy expended.
In the latter part of the year the opportunity came to secure the services of special teachers of the subject for a trial term, to begin in September, 1900. This was done, and while the Messrs. Whittemore have been with us for only a short time, the improvement already noticeable and the results obtained, fully justify the action of the Com- mittee. The work is so important that the supervision
38
should by all means be continued, and it should be extended to suburban schools.
Vocal music is, without a doubt, one phase of the educa- tion which the public schools should furnish, for it con- tributes towards physical development, gives intellectual discipline, cultivates the aesthetic and ethical sense, and affords rest and recreation. All educationists recognize its educational value. It should, therefore; be as thoroughly taught as other subjects of the curriculum. That skilled supervision is recognized as necessary for its thorough teaching in the public schools, the very large percentage of towns and cities in the Commonwealth having special teachers is sufficient proof.
I hope the town will take favorable action on the appro- priation asked for by the Committee.
Your attention is respectfully called to the report of the special teachers. (Exhibit C.)
GENERAL PROGRESS.
The year was one of the most successful years in my ad- ministration. There was a continuance of the harmonious relations heretofore existing between school officials and teachers. There was a steady advance intellectually and professionally, and more and better work was done. The spirit of the schools was commendable. The interest of the community was helpful and encouraging. That there are defects that need to be remedied, weak places that need to be made strong, and new lines of work that should be intro- duced and properly correlated with the existing courses, I am . well aware. But the progress of the past warrants the belief
1
39
that, with all forces working together harmoniously for the best ends, steady advancement will mark the future.
In conclusion, I wish to express my sincere appreciation of the continued confidence and hearty support of the Com- mittee, to the teachers for their cordial co-operation, and to all others who have helped to further the best interests of the schools.
Respectfully submitted, ASHER J. JACOBY, Superintendent of Schools.
.
40
EXHIBIT A.
STATISTICS OF EACH SCHOOL, 1899-1900.
SCHOOLS.
Room.
TEACHERS.
Grades.
Total
Membership.
Average
Average
Attendance.
Per cent. of
Attendance.
High
Walter Sampson, Prin.
10-13
I37
119
114
96
Grace Allen
Leonard O. Tillson
Susan M. Briggs
Edgar M. Copeland, Prin.,
9
41
39
37
.95
3
Sophie S. Hammond
8
47
43
40
93
2
Emma Lois Herrick
7 6 & C.
60
.56
52
93
Union Street
2
Alma L. Hodgdon, Prin., Bessie B. Gibbs .
4 & D.
64
62
59
95
School Street
3
Lucy P. Burgess
3
79
76
68
91
2
Emma N. Phinney, Ass't., Sallie P. Hall
2
45
41
37
9[
I
Eleanor A. Barden, Prin.,
I
37
35
30
87
Forest Street
2
Lizzie B. Lucas, Prin.
2
43
41
38
92
West Side
3
Frances M. Perry, Prin. Myra L. Atwood
3-4
34
28
26
93
I
Delia R. Kingman
I-2
3.5
32
28
90
Pleasant Street .
E. Frances Dunham
Mixed
30
25
22
88
Plymouth Street,
Bessie L. Thomas
66
36
34
29
87
Nemasket
·
Elizabeth Landgrebe
66
37
31
28
90
Thompsonville .
Mary E. Deane.
19
17
15
89
Soule .
Carrie E. Soule
21
17
16
95
Waterville
C. Florence Hathaway
29
25
21
84
Green .
Bertha E. Vaughn
66
36
33
30
91
Fall Brook
Ruby L. Howes .
6.
23
20
IS
88
Thomastown
Lucy E. Merrihew
،،
29
26
23
86
S. Middleboro
Veretta F. Shaw
66
38
35
32
91
Highland
Grace E. Bailey .
66
25
2I
19
85
Rock
Florence I. Reed
34
29
26
91
Wappanucket
Lizzie W. Wade .
66
25
24
21
87
I
C. Augusta Thomas
· 5
39
38
35
92
I
I
A. Belle Tenney
I
35
29
27
92
5-7
37
32
90
93
2
18
17
15
88
Purchade .
Florence L. Dean
47
45
43
96
Mattie M. Bennett, Ass't.,
Main Street
4
Membership.
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EXHIBIT B.
HIGH SCHOOL.
Mr. A. J. JACOBY, Superintendent of Schools :
Dear Sir,-At the close of another year I take occasion to submit my annual report. At the outset, I wish to emphasize the importance of having larger accommodations for our High School. We are greatly in need of another recitation room and an additional teacher. With our pres- ent teaching force some of our classes are necessarily too large to insure the best results. Then in this age of educa- tional demands, when so much is expected and required of the teacher, when the school session, in many cases, repre- sents less than one-half the time the teacher feels obliged to devote to her school work and to self-improvement along educational lines, I believe that the teacher could do better work, and render more valuable and satisfactory assistance to the town, if she could have one period of the six in which to do other than class room work. I know of several schools with fewer pupils than ours that have a teaching force num- bering six.
In behalf of the High School, I wish to state that I believe the right step has been taken in starting instruction in vocal music in the school under the leadership of an efficient in- structor. I hope that the town will see fit to make a sufficient appropriation to continue the work in this important branch of education, which has begun under such favorable auspices. The chorus singing is good. A Glee Club of sixteen mem- bers has been formed, which is a credit to the school.
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The school has a very good showing in the higher institu- tions of learning. There are 21 boys and 13 girls, graduates of the Middleboro High School, continuing their studies as follows : Boys-In Baltimore Dental College, 1; Brown University, 1 ; Dartmouth, 7 ; Harvard, 2 ; Harvard Medical College, 1 ; Massachusetts Institute of Technology, 6 ; Phila- delphia Dental College, 1; University of Pennsylvania, 1; Yale, 1. Girls -In Bridgewater State Normal School, 5; Providence Normal School, 1 ; Middleboro Teachers' Training Class, 5 ; Tufts College, 1 ; Wellesley, 1. It might be inter- esting to state that 22 of the 35 teachers employed by the town are graduates of its High School.
I believe that one of the gravest situations that confronts the cause of education today is the use of tobacco in the form of cigarettes among our growing boys. This habit is quite prevalent among the boys of our schools. I have spoken about this matter before the High School on several occasions, and have had individual talks with pupils on the subject. Pupils have been very frank and courteous in talking over the matter with me. I have found that there are some boys that have been addicted to the habit since they were eight or nine years of age, and that they have such a hankering after the cigarette that it seems to them almost impossible to leave it alone. Some others have not carried the habit as far and feel that they can give it up at any time. The evils resulting from this habit cannot be cloaked. Cigarette smoking at this early age, is productive of an irritable disposition and a lack of concentration of mind upon school work. Cases have come to my notice in which the brain of the bright pupil has
43
become comparatively inactive as the result of excessive use of cigarettes. I would especially urge parents to co-operate with teachers in trying to dissuade the youth of our town from becoming slaves to this injurious habit. I am frank in stat- ing that it seems to me to be undermining the character and constitution of some of our boys, and preventing many of the good results which should come from the liberal appropria- tion which this town makes toward the support of schools.
The attendance of the school has been large during the year. The Literary Society continues to be a valuable help to the pupils as in the past. The present senior class num- bers 20, 12 boys and 8 girls. . The graduating class last June consisted of 20 members. The annual graduating ex- ercises were held in Town Hall, Saturday evening, June 30. The following was the programme :
ORDER OF EXERCISES.
Prayer.
Rev. R. G. Woodbridge.
Salutatory and Oration Why Our Great Men Have Succeeded Wendell Edmund Harlow.
Essay
The Skies after Sunset Mary Margaret Harper.
Oration Is America Free ? Howard Leslie Stevens.
Character
Essay
Betsy Alden.
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Essay
Greek Mythology
Edna Garfield Potter.
Music . Selected
Oration The American Position in China James Henry Creedon.
French Recitation, Selection from " La Belle Nivernaise." Marion Kingman Tillson.
Essay
The Curfew Pamelia Forrest Caswell.
Oration
Our Material Prosperity
William Thomas Shaw.
Essay What is Chivalry ? Bessie Coleman Packard.
Music . Selected
Essay Aristocracy in America Edith Tyler Pierce.
Oration
Marvels Accomplished during the Closing Century Wardel Henry Roberts.
Essay . The Power of Habit Mary Abby Surrey.
Oration . What Shall We Do with Our New Possessions ? Sumner Byrne Woodbridge.
Essay . The Power of Music Winnifred Tuttle Packard.
Music
Selected
Oration . The Political Duty of the Individual Charles Kingsley Woodbridge.
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Essay
Oliver's Walks
Laura Julian Eaton.
Recitation .
Mabel Grey
Lottie Newell Besse.
Class Prophecy . Viola Louise May Kirkpatrick.
Oration and Valedictory Principles Frederick Sampson Weston.
Presentation of Diplomas .
Rev. W. C. Litchfield, Chairman of School Committee. Benediction.
Respectfully submitted, WALTER SAMPSON, Principal of High School.
EXHIBIT C.
MUSIC.
Mr. A. J. JACOBY, Superintendent of Schools :
Dear Sir,-We cheerfully respond to your request for a brief report of our work in this introductory course. We are pleased to be able to say, that throughout the grades from the high down to the lowest primary we have found more than the average natural ability for vocal music. As we are soon to have a public examination, we will not at present speak of the results obtained, for we trust that the parents and friends of education will be present and judge for themselves. Please allow us to here state definitely, that we
.
46
do not select a few of the musically inclined pupils and work with them to the exclusion of the other members, but we seek to extend our instruction to each member of the class. Experience has proved that when the musical instruction of young children begins in the lower primary grades, and is continued from grade to grade under the guidance of skillful teachers with good supervision, the results are as satisfactory as those attained in other branches of the school course, forty-seven out of fifty pupils doing as well in sight-singing as in reading at the end of the fourth year, thus proving that the ear, if naturally deficient, can be as successfully trained as the voice.
We feel very grateful to the teachers for their hearty co- operation, and we desire also to extend our thanks to the School Board for their official support and encouragement, and to you for your kind helpfulness and suggestions.
Respectfully submitted,
H. J. AND H. E. WHITTEMORE.
EXHIBIT D.
REPORTS OF TRUANT OFFICERS.
MIDDLEBORO, MASS., December 31, 1900.
Mr. ASHER J. JACOBY, Superintendent :
Dear Sir,-I herewith present my report for the year 1900 : Number of cases investigated · 30
of cases of truancy
. 2 of cases prosecuted . .
. ·
0
47
Number of cases of conviction 0
on probation
.
0
Yours respectfully,
EVERETT T. LINCOLN,
Truant Officer.
MIDDLEBORO, MASS., December 26, 1900. Mr. ASHER J. JACOBY, Superintendent :
Dear Sir,-I herewith present my report for the year 1900 : Number of cases investigated 18
of cases of truancy *
0
of cases prosecuted 0 .
of conviction
0
on probation
0
Yours respectfully,
S. S. LOVELL,
Truant Officer.
MIDDLEBORO, MASS., December 31, 1900. Mr. ASHER J. JACOBY, Superintendent :
Dear Sir,-I herewith present my report for the year 1900 : Number of cases investigated 2
of cases of truancy .
0
of cases prosecuted 0 .
of convictions
0
on probation
0
Yours respectfully,
GEORGE W. HAMMOND,
Truant Officer. «
.
·
.
.
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EXHIBIT E.
TEACHERS' TRAINING CLASS.
Names of Pupils, 1899-1900.
Baldwin, Lena May, Graduate of Middleboro High School.
Fielding, Annie Mary,
ce
Hopkins, Emily, re Brewster ee
Perry, Evelyn Clarissa,
ce
Bourne
All of the foregoing named persons completed the course, and were granted certificates of graduation in June, 1900.
Names of Pupils, 1900-1901.
Alden, Betsy,
Graduate of Middleboro High School.
Baker, Lizzie W.,
Whitman
ce
Besse, Lottie Newell, ee Middleboro
Caswell, Pamelia Forrest,
"
.
Frummerin, Bertha O., re Brockton
Hennessy, Anna Evelyn, ce
W. Bridgewater
Kirkpatrick, Viola Louise May, ce
· Middleboro
Lindquist, Ella A.,
" Brockton
Tinkham, Lottie Willis,
Middleboro
el.
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EXHIBIT F. GRADUATES OF THE ELEMENTARY SCHOOLS, JUNE, 1900. Main Street Grammar School.
Leon C. Allen,
Ida McKeown,
Harold R. Ashley,
George M. Nash,
Ralph W. Caswell,
Mabel M. Nye,
Walter Clark,
Edith F. Orcutt,
Carroll E. Cox,
Samuel P. Osgood,
Wilfred J. Cromwell,
Mary S. Pierce,
David Cunningham,
Helen C. Ryder,
Irena H. Cushing,
Charles C. Smith,
Hulda C. Erickson,
Frank H. Standish,
Grace I. Hastay,
Eddie L. Stetson,
Joseph W. Hathaway,
Jean I. Surrey,
Annie H. King,
Fred E. Swift,
Ethel M. King,
Bert L. Tinkham,
Helen E. Kingman,
Julia F. Weatherby,
Mary A. Libby,
Florence A. Weston,
Abbie H. Lucas,
Wallace S. Wright,
Lena K. Macomber,
Edith Whitman,
Bessie E. Magoon,
S. Bessie Rose,
Ruth F. Martin,
Addie L. Swift,
Florence McDermid,
Carrie A. Shockley.
South Middleboro School.
Eldora L. Blackwell, . Minerva M. Sisson,
Mabel F. Reed, Arthur C. Shaw.
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Thomastown School. James P. Thomas. Thompsonville School.
Florence M. Porter,
Percy A. Jackson.
Waterville School.
Eva Commeau, Isabelle McIntosh.
EXHIBIT G. COURSES OF STUDY IN THE MIDDLEBOROUGH HIGH SCHOOL, 1900-1901.
First Year. (Grade 10.)
English Course.
English-Latin Course.
English,
80
Latin,
200
Greek and Roman His-
English, 80
tory,
120
Greek and Roman His-
Algebra,
200
tory, 120
Physiology,
80
Algebra, 200
Botany,
120
Classical Course.
Latin,
200
Greek and Roman His-
English,
80
tory, 120
Algebra,
200
Second Year.
( Grade 11.)
English Course.
English-Latin Course.
English,
80
Latin, 200
English History,
120
Geometry, 200
Geometry,
200
Physics, 140
Physics,
140
Chemistry, 60
Chemistry,
.60
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Classical Course.
Latin,
200 Geometry, 200
Greek,
200
Third Year.
English Course.
English, 100
American History, 100
French, 200
One of the following :
1. Chemistry,
80
Physical Geography, 120
2. Higher Algebra,
80
Solid Geometry,
60
Trigonometry,
60
( Grade 12).
English-Latin Course.
Latin,
200
French,
200
English,
100
American History,
100
Classical Course.
Latin, 200
Greek, 200
English,
100
American History,
100
Fourth Year.
English Course.
English, 100
Civics,
100
Two of the following :
1. Astronomy,
80
Geology, 60
Book-keeping, 60
2. French,
200
3. Review Mathematics, 200
( Grade 13.)
English-Latin Course.
Latin, 200
English,
100
Civics,
100
One of the following :
1. French,
200
2. Review Mathematics, 200
Classical Course.
Latin,
200
One of the following :
Greek,
200
1. French,
200
English,
100
2. Review Mathematics, 200
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REMARKS.
The figures after each study denote the number of exer- cises each year.
Every pupil is expected to have at least fifteen exercises each week, not counting singing, rhetoricals, and physical training.
Before pupils enter the school or upon entering, they, under the direction of the parents and the Principal, may elect any one of the courses ; but they will not be allowed to change from one course to another without the consent of the Principal and the Superintendent.
Permission to pursue a greater number of studies than a course requires will be granted only upon the request of parent or guardian, and then only in cases where the previous work of the pupil has been satisfactory, and the daily pro- gramme of the school makes it possible to take such study or studies without conflicting with his regular work. It is rec- ommended, however, that pupils in the English-Latin and Classical courses take English as an additional study in the second year.
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