USA > Massachusetts > Plymouth County > Middleborough > Town annual report of Middleborough, Massachusetts 1910 > Part 7
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$4,644,805 00
Approximate value of schoolhouses and lots 100,000 00
Approximate value of other school property 8,500 00
Cost of Schools.
Amount available for school purposes $36,522 99
Total cost of the schools for the year 36,220 56
Note .- This is the amount expended by the School Commit- tee for all purposes.
Ordinary expenses
$35,170 29
Note .-- In ordinary expenses, permanent repairs and con- struction are not included.
Percentage of assessed valuation expended for the schools .0077 Average cost per pupil based on average membership $26 77
Note .- The average cost includes cost of instruction, super-
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vision, books, stationery and school supplies, printing and ad- vertising, care of buildings, fuel and conveyance.
Population.
Population of the town 1910 (United States Census) 8,234
SCHOOL ENROLLMENT AND ATTENDANCE.
Central Suburban Total
Whole number of pupils enrolled
1,04I
493
1,534
Average Membership
904
386
1,290
Average daily attendance
857
356
1,213
Percentage of attendance
94.8
92.2
94.0
Number of half day's absence
17,850
10,992
28,842
Number of cases of tardiness
885
496
1,38I
Number of cases of dismissal
709
292
I,OOI
Number of cases of truancy
IO
II
21
Number of cases of corporal punish- ment
I3
3
I6
Number attending within the year
over 15 years of age
162
II
I73
Number attending within the year
between 7 and 14 years of age
578
363
941
ENROLLMENT TABLE FOR NOVEMBER.
Central
Suburban
Total
1895
662
337
999
1896
669
360
1,029
1897
686
391
1,077
1898
724
389
1,113
1899
727
384
I, III
1900
781
408
1,189
190I
860
40I
1,261
1902
840
385
1,225
1903
863
405
1,268
1904
891
400
1,29I
1905
907
410
1,317
1906
933
420
1,353
1907
938
404
1,342
1908
934
438
1,372
1909
946
407
1,353
1910
965
423
1,388
The percentage of attendance in the state based on average
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membership according to the last report of the Board of Edu- cation was 92.
SCHOOL HOUSES AND SCHOOLS.
Number occupied January, 19II, 20
Number of rooms, not including recitation rooms 36
High school rooms 9
Grammar school rooms, grades 4-9
II
Primary school rooms, grades 1-3
8
Suburban school rooms, mixed grades I6
Number of Suburban buildings not occupied I
Number of houses heated by steam, I ; by furnace 9; by stoves, IO; by steam and furnace, I.
TEACHERS' TRAINING CLASS.
Whole number of pupils enrolled 9
Residents, 8; Non-resident, I.
Number of graduates in June, 1910
7
STATISTICS.
Number of pupils promoted in Central Schools in June 768 Number of pupils not promoted in Central Schools in June 72
Percentage of promotion 91.4 8.6
Percentage of non-promotion
368
No. of pupils promoted in Suburban schools in June No. of pupils not promoted in Suburban schools in June Percentage of promotion
90
Percentage of non-promotion
IO
Number of pupils promoted in High school in June (ex- clusive of graduating class) 103
8
Number of pupils in High school in June not promoted Percentage of promotion
91.9
Percentage of non-promotion
8.I
Number in graduating class High school receiving dip- plomas June 25
3I
Number in post-graduate course in High school receiv- ing certificates of merit in commercial studies
5
Number receiving certificates of graduation in the ele- mentary schools June 24
66
Total number admitted to High school
82
Number of tuition pupils from Lakeville in High school year ending June 25 I3
40
150
Number of tuition pupils in High school from other places 5
Number admitted from Pratt Free school 9
Total number of pupils in High school year ending June 25 18I
Highest percentage of attendance 97.8
Largest elementary school (Grade 3, Union street ) 56
Smallest elementary school (Grade 3, No. 2, Union Street) 24 Largest Suburban school (So. Middleboro) 55
Smallest Suburban school, (France, Marion Road, Thompsonville ) 17
TEACHERS.
Number of teachers, including assistance, January, 19II, 44
High school, men 3, women 5, total 8
Grammar school, men I, women 8, total
Primary schools, women 9
IO
Suburban schools, women
I5 2
Special teachers, music I, drawing I, total
SCHOOL CENSUS.
SEPTEMBER I, 1910.
Number of boys between the ages of 5 and 15
656
Number of girls between the ages of 5 and 15 628
Total 1,284
Decrease over census taken Sept. 1, 1909
2
Number of boys between the ages of 7 and 14 469
Number of girls between the ages of 7 and 14 446
Total 915
Decrease over census taken Sept. 1, 1909
I
Number of minors, blind I
Number of minors, feeble minded I
SCHOOL VISITS.
Number of visits of School Committee and Superinten- dent to Central schools 709
Number of visits of School Committee and Superin- tendent to the Suburban schools 165
Total 874
151
Number of other visitors to Central schools 1,419
Number of other visitors to Suburban schools .
831
Total
2,250
HALF-TIME PLAN.
When two years ago the question was raised whether it was for the highest efficiency to ask a teacher to take charge of a room containing from 55 to 60 pupils, or to divide that number, having part of them attend the morning session and the other part the afternoon session, it was then the idea of the so-called half-time plan was first tried in this town. As reported last year the first grade at the West Side school attended the af- ternoon session from I to 3.30, and the second grade the morn- ing session from 9 to 12.
The attendance was so good, the progress of the pupils so satisfactory, the endorsement of the teacher so enthusiastic that when the question came before the School Board last May as to the advisability of continuing the plan it was voted not only to continue the plan at the West Side but also to adopt the same for the grades in the Forest Street and Main Street buildings. Accordingly, at the opening of the fall term the first and second grades at the West Side school were conduc- ted on the same plan as last year, excepting the afternoon ses- sion was from 1.30 to 4. At the Forest Street school the so- called Batavia plan was introduced. One grade attends the morning session from 9 to 12. Two teachers are in charge. One acts as the principal and is assisted in individual work with the pupils by the other. In the afternoon the other grade attends from 1.30 to 4, the two teachers reversing places with the same plan of work.
At the Union Street school the first grade of 55 pupils is divided into two sections, one attending the morning session, the other the afternoon.
The plan seems to be a satisfactory one and has the warm ap- proval of many parents.
Before its adoption by the Board the Superintendent wrote to superintendents and teachers in many places where it is in successful operation to inquire as to the working of the plan and from all only words of warmest approval were received.
Cambridge, Quincy, Natick, and Abington have tried the plan with almost unanimous approval on the part of the parents.
In order to better fit the work for the pupils, the course of study was revised for the first two grades so that no number
152
work would be required in the first grade, and only concrete work in the second grade, the work in reading was made less intensive and much time given to music, drawing, manual work, language, games, etc.
The attendance the past term has been good and the re- sults as satisfactory as under the former arrangement. would recommend a change in the time of sessons, having the morning session from 9 to 11.45, and the afternoon session from 1.15 to 4, thus giving the same amount of time to each session.
The following extract from the report of Supt. Frank E. Parlin, who has introduced this plan in both Quincy and Cam- bridge, will give some idea as to how it is working out in these two places and the reasons for the change from the two-ses- sion plan.
"In the primary schools a few modifications have been made in the required work. Less time is given to number and more to language. The most important change, however, has been in the daily program.
When the School Committee of Cambridge authorized one session for the first grade it acted in harmony with the best educational thought of the day and in harmony with the best in- terests of the children. New England is the only part of this great country in which little children are sent to school at the age of five years or less. In the hustling west and even in the belated south, they are not admitted until they are six, at least. In this case, we are not as wise in our practice as in our laws, because the legal age for entering school is seven, not five.
The introduction of the one-session plan was made very easy for two reasons, first, because a very large majority of the par- ents favored it, and second, because in many of the districts the overcrowded condition of the rooms made it almost necessary. Rarely does misfortune work so much good. Before the end of the fall term, the average number of children in the first grade rooms was over fifty, a condition forbidden by reason and should be by statute. To tolerate such a condition is not only to abuse pupils and teachers but to squander vital energy and to sacrifice educational efficiency. No teacher can proper- ly care for and suitably instruct fifty pupils of this grade or of anv grade. Such a class must be divided into four sections, which means that the teacher is working with one-fourth of the class while the remaining three-fourths are sitting in their seats, waiting for their turn and busying themselves as best they can. That is, the children are under the immediate instruction of the
5
153
teacher about one-fourth of the time and are necessarily left to themselves the rest of the time. What of value can the poor little things do? They must not play or make a noise for that would disturb those at work with the teacher. They can only sit still or dawdle over so-called busy-work, until their turn with the teacher comes. It is little less than criminal to keep a five or six-year old child sitting at a school desk four or five hours a day. It is very hard for a healthy child of that age to sit still for any considerable length of time under any conditions. He lives and grows and learns through action, but becomes fati- gued and dull by sitting still. For him to become tired through normal activity is beneficial, because it promotes development, but for him to exhaust his energies trying to inhibit action re- tards growth. The child's position at the desk tends to com- press his chest, diminish respiration and interfere with diges- tion. The blood pressure in head and lungs is too great, while the heart and extremities of the body need the pressure caused by muscular activity. Any treatment of the child, which tends to check the growth of heart and lungs or to impair his diges- tive and circulatory systems, strikes not only at his health and vitality, but at his happiness and usefulness. If there are to be strong men and women to do the world's work; if there are to be steady nerves, clear brains and firm muscles, they must be served by large lungs, good digestion and a strong circula- tion. Nature, at this period of the child's life, is much more intent upon physical than upon intellectual development, much more concerned in making a good animal than in making a great scholar. She enters her everlasting protest against draw- ing the blood from the extremities of the child's body and send- ing it to his head, against confining his growing muscles for hours in an uncomfortable seat, against positions which tend to deform his pliant bones, against compressing heart and lungs, against his inaction and the disturbance of his nutrition. If nature's protest were heeded, there would be less headache, an- aemia, dyspepsia, tuberculosis and morbidity during later life. There would be better eyes, better nerves and better health, bet- ter tempers, better habits and better success in life.
These, briefly stated, are some of the reasons why little chil- dren should not be confined in a schoolroom four or five hours a day. By the one-session plan they are there only half as long, but receive just as much instruction as they did under the two-session plan. Each class is divided into two sections, one attending in the morning, the other in the afternoon. By this arrangement the teacher has only half as many pupils at
154
any time; these pupils receive twice as much of her time and attention ; they are fresh, interested and attentive ; they work un- der the constant guidance of the teacher ; and, best of all, they have regularly an unbroken half-day for free play out-of-doors. Although the children are in school only half-time, they do full work. In fact, they do more and better work, because they work intelligently and to 'some purpose while there, and be- cause they work under more favorable conditions. The air is better, there is less confusion and loss of time, the teacher has less to distract her attention and to dissipate her energies, she teaches more effectivly, the pupils are more alert and work more rapidly, mental impressions are more vivid and lasting, all enjoy school better and go home less fatigued. At first some fears were expressed that the afternoon pupils would play so hard during the forenoon that they would come to school tired and dull, and that the afternoon work would be much inferior to the morning work, but nothing of the kind has happened. The afternoon pupils having had their play come wide awake, ready to do their work as promptly and as successfully as the morning pupils.
One needs only to observe the two plans in operation to be convinced that one session is better than two for these children, and that it is quite as satisfactory in practice as in theory."
That the citizens of the town may know how this plan is working out in our schools from the teacher's viewpoint working out in our schools from the teacher's viewpoint I here inserted.
Miss Bump, teacher of grade one at Union Street schools, says :
The plan of dividing Grade I into two divisions and having but one session gives more time to the individual.
A great deal of restlessness and inattention is avoided by shorter time in school.
It is the ideal plan for the child who is in a large first grade.
It gives the child more time for outdoor exercises which al- lows him to develop more physically than he would if he re- mained in school the other half day.
It does not give time for as much supplementary reading as done in two sessions; in other studies I can see no differ- ence in amount of work accomplished by children of one ses- sion or two.
Concerning the half-day plan, the children are better physi- cally. We see no tired, white faces. Colds are not prevalent.
155
Miss Ward, teacher of Grade two, Forest Street school says :
The attendance is better than is usual. There are fewer cases of tardiness.
The interest is intense and the concentration is better in short periods.
I prefer this to the all-day plan.
Miss Clark, teacher of grade one, Forest Street school says :
In regard to the half-session plan I feel that the children are better physically, showing no signs of fatigue during the school hours.
The percent of attendance is higher than it has been any year before.
The work accomplished is just as much as under the former arrangement and there is better concentration on the part of the children.
Personally, with the harmony that exists, I would not care to return to the old plan.
Miss Landgrebe, teacher of grades one and two at the West Side school, where the plan is now in its second year, says :
This plan still meets with my heartiest approval. I find that the children are nthusiastic and work hard and eagerly throughout the exfire session.
The mental capacity of a child of this age is limited -- he can absorb but so much in a day under any circumstances. [ fully believe in having a child work while he works, thus forming industrious habits at this early age.
If the other half day be spent properly I believe it gives the child renewed health, strength, and interest for his school work.
From my experience with this plan it has fully justified it- self. Children entering the second grade this year (laving at- tended but one session while in grade one) are as w 11 +cd for their work as those entering last vear (haviny atte; led two sessions while in grade one).
SCHOOL ACCOMMODATIONS.
By the adoption of the half-time plan for o ale che school formerly in the chapel and the fi
Forest Street school it was not necessary to A
156
this year for school purposes. So that now there are in use at the Centre for elementary schools four buildings instead of five. This plan, therefore, while not affecting the efficiency of the schools has caused a saving of $396 in rent, $180 in jani- tor's service, and requires one less teacher at a salary of $456, a total of $1032.
For the present year under the continuance of the same plan, the present accommodations will give sufficient seating capacity.
HIGH SCHOOL.
In just what respect the work in the high school can be called a preparation for further educational study the record of the graduating classes for the last five years will show. In that time there have been 157 graduates. Of this number 32 entered college, II normal schools, two technical schools, 2 law schools, 20 the Teachers' Training class, 21 took postgraduate work in the commercial course, one has engaged directly in teaching, a total of 87. As to how the pupils enter- ing these schools were fitted to carry on the work the following statement will show :
There are 341 approved schools in New England whose pu- pils are received into college on the certificate of the principal. Since 1905, 27 pupils have been received into various colleges on the principal's certificate from the Middleboro high school. Up to June, 1910, not one had failed in any subject whatever during the first semester-the time during which the pupil is on probation. After that time the college holds itself responsible for his standing. Of the pupils enter- ing colleges since 1905 from other secondary schools II percent have failed in English, 7.6 percent in Latin, I.5 percent in Greek, II.I percent in French, 1.6 percent in his- tory, 13.9 percent in algebra, 14.3 percent in geometry. This certainly speaks well for the preparatory work in our high school, and places the work of the school in the estimation of college authorities as deserving an enviable position. The fact that 55 percent of the graduates since 1905 have used the high school work as a preparation for other advanced work shows that that class forms a majority of its graduates.
The school numbers a few more pupils this year than last- the total enrollment for the year ending June 25 being 181, while the September enrollment of the fall term was 190.
A stereopticon has been purchased and its varied uses in the different studies will make it a valuable addition for more intelligent work. The spirit of the school is excellent, and the
157
present corps of teachers, under the supervision of its faithful and conscientious principal is securing praiseworthy results.
PREPARATORY GRADE.
Last year the attention of the Board was called to the plan of a division of the ninth grade so as to meet the needs of the pupils better.
The plan is to divide this grade into two sections, one to be called the "Preparatory Grade," in which the studies necessary for preparation for high school work should be emphasized, and the other to be known as the "Ninth Grade" for those pu- pils who do not intend to go beyond the grammar school, to include a study of keeping simple accounts, the practical topics in commercial arithmetic, industrial geography, study of gov- ernments, a course in business forms, letter writing, American literature and mechanical drawing.
If the pupils of the suburban schools should attend the School Street school for the ninth grade work there would be a sufficiently large number for both these sections to insure the success of carrying out such a plan.
A separation of these two classes of pupils into sections where the work would better meet their wants would be pro- ductive of more intelligent results.
As a rule about 75 percent of the ninth grade pupils enter the high school each year.
The other 25 percent would receive more benefit from such a course as outlined than they do at present. This plan appeals to me as worthy of a trial, and I am sure if once put into prac- tice the results will justify its continuance.
GRADES IN SUBURBAN SCHOOLS.
There is no doubt but what the work in the suburban schools would be made more efficient if some plan could be adopted whereby there would be fewer grades in those schools.
If the pupils were allowed to take their ninth grade work at the School Street school much could be done towards improv- ing those schools where such a grade forms a part of its work.
At the present time while only 5 out of the 15 schools have ninth grades, next year there will be 9 having ninth grades. Unfortunately it is generally the largest suburban schools which have all of the nine grades represented, making much
158
work for the teacher, and giving but little time for each grade.
If the suburban schools could be placed on an eighth grade plan and those pupils who wish to continue their ninth year be allowed to enter that grade at the Centre these schools would not only be improved, but the pupils themselves would have their needs better met, those wishing to enter the high school doing the work in the preparatory grade at School Street school, and those not intending to enter the high school taking up the more practical studies in the ninth grade in the same school.
If such a plan should be adopted the transportation charges of such pupils should be paid by the town, as is now done in the case of pupils attending the high school from those dis- tricts. I believe such a plan is thoroughly practical and for the best educational interests of the suburban districts.
REARRANGEMENT OF TERMS.
The long stretch of school work from the opening of the winter term in the early part of January to the closing of the school year the latter part of June with only a week's vacation the latter part of March has caused many school boards to so arrange that time that more frequent rest periods might be possible. To do this the school year is divided as follows : Fall term, from opening to Christmas vacation with a recess at Thanksgiving. Winter term, divided into two parts with a rest period of one week at the middle and one at the end of the term. Spring term, a short term of a few weeks.
If such an arrangement could be made for our elementary schools it would give the fall term the same as now with the usual Thanksgiving recess and Christmas vacation of one or two weeks. For the remainder of this year this order would follow :
The winter term would open Jan. 2 and continue to Feb. 17, a period of 7 weeks. Then would come a week's vacation. The second part of the winter term would open Feb. 27,'and con- tinue to April 14, a period of 7 weeks. After a week's vacation the spring term would open April 24 and continue till the end of the school year-a period of 9 weeks.
Under the more intensive application of the present-day school work it would seem wise for both teachers and pupils to have more frequent rest periods.
159
TEACHERS' MEETINGS.
The teachers' meeting still continues to be an important fac- tor in school administration.
For the present year for the first time the superintendent is holding meetings on successive Tuesday afternoons in the dif- ferent elementary school buildings at the Centre.
A series of institutes is being carried on for the benefit of the suburban teachers. One half a day a month is given to this work. These are of great assistance as they deal with the problems peculiar to rural schools.
The principals of the High School, School Street school and West Side school hold weekly meetings with the teachers in their respective buildings. In addition frequent conferences are held by the superintendent with individual teachers.
The supervisor of drawing meets the teachers of the suburb- an schools in monthly meetings to outline the work in those schools, and also holds monthly meetings with the teachers of the Central schools.
CONTAGIOUS DISEASES.
The work in some of the schools has been seriously inter- fered with by the prevalence in certain districts of contagious diseases.
During the spring term the school in the Soule district was closed on two different occasions for a period of 3 weeks, ow- ing to several cases of diphtheria.
In the Green district the attendance the fall term has been seriously interfered with for the same reason. Owing to the appearance of several cases of infantile paralysis in the Cen- tral district the schools in the School Street, Union Street and Forest Street were closed from Nov. II to Nov. 28, at the sug- gestion of the local Board of Health. The insidious nature of this disease, the little knowledge as to how it works, the difficulty in properly diagnosing it, the great apprehension on the part of parents towards it, and the necessity of doing some- thing immediately to stop any epidemic by closing the schools where the pupils had been exposed, these facts in the opinion of the School Board justified the step taken. In thus acting the board was sustained by the secretary of the State Board of Health. The time to stop any epidemic is to act when it first appears, not to wait till a few cases have been multiplied. In order that a clearer understanding may be had as to what dis- eases required exclusion from school the local board of health
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