USA > Massachusetts > Worcester County > Rutland > Town annual report of Rutland 1900-13 > Part 10
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The only specific power granted by statute to a school su- perintendent in Massachusetts is that of approving "age and schooling certificates" for children over fourteen employed in factories. His function of "the care and supervision of the public schools" is exercised "under the direction and control of the committee." Whatever theoretical confusion may exist as to the respective duties of the committee and superintend- ent, no practical difficulty has arisen in this district. Some of the work performed "under the direction and control of the committee" is described below :
1. Visiting Schools .- Nearly all the school days have been spent in the school-rooms, only an occasional day being taken for pressing work at the office. School visitation includes the observation of the work of the teacher and pupils, the giving of lessons intended to illustrate or suggest future lines of ef- fort for the teacher, the testing of pupils with reference to suggestions previously given, and general consultation with the teacher on matters of instruction or management. Com- mendation or suggestion is frequently written in a note-book furnished for the purpose to every teacher's desk.
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2. Teachers' Meetings .- Two regular meetings have been held in each town in each of the fall and spring terms, and one in the winter term. At these meetings the broader as- pects of our work have been discussed, with a view to making them helpful to teachers of all grades. At several of the meetings special papers by teachers have been presented, and in all, opportunity for general discussion has been given. The winter meeting had for its topic "Moral Culture in the School."
In the spring term, four special meetings, described else- where, were held for instruction in drawing. In the same term an institute was held at Rutland for all the teachers of the district. At this meeting we enjoyed the helpful services of Mr. J. W. MacDonald, agent of the Board of Education, and of Mr. Walter Sargent, the assistant agent for drawing. In the fall term nearly all our teachers attended the meeting of the Worcester County Teachers' Association.
At the next regular meeting in the towns, "The Teaching of Geography" will be considered. Members of the committees and all others interested are invited to attend and participate.
3. The Teachers' Portfolio .- Each teacher has been furnished a durable portfolio in which to preserve mimeographed pages of directions, outlines of topics for meetings, suggestions for special study, and other matter sent to her by the superin- tendent from time to time. She is directed to place in the same portfolio her own notes of teachers' meetings. This portfolio is very useful to the permanent teacher, and is even more so to the new teacher as a means of informing her of the plans of work in progress with which she is expected to fall in line. The portfolio now contains thirty-seven pages. A few of the titles included in its contents are the following: "Train- ing and Teaching," "Some Fundamentals in Arithmetic," "Di- rections for Written Examinations," "The Care of School Ma- terial," "Notes for the New Year," "Patrons' Day," "Notes on the Three R's," "Morals and Manners."
4. The Nomination of Teachers .- Except in a few instances where satisfactory teachers have been immediately available,
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the filling of vacancies in the teaching force has involved con- siderable preliminary correspondence, and the sifting of can- didates. The superintendent has done this work, and has nominated to the committees the best teachers he could find at the salary allowed. In several instances committees have placed upon the superintendent the entire responsibility of the choice.
5. Examinations and Promotions .- The superintendent in- tends, through both oral and written examinations, to keep informed as to the progress of classes, and to have before him in tangible form the data on which to base his action in deciding cases where promotion is doubtful. Examinations are given also for the purpose of learning the results of teaching on special points, with a view to the guidance of the teacher.
6. The Purchase of Books and Supplies .- In the choice of books to be recommended for purchase the most careful con- sideration has been given to the character of the books, and to the special needs designed to be met by their use. By care- ful investigation of the market, and by purchasing for the whole district, the standard school supplies have been ob- tained at low prices.
Miscellaneous Duties .- The correspondence of the office, the examination of new text-books, the reading of current educa- tional periodicals and a few, at least, of the best new books in pedagogy, together with the special preparation of his daily work, furnish occupation for the superintendent's evenings, Saturdays, and the school vacations. He himself can take no vacations from September to June, and only a short one in the summer.
When the long rides incident to a country superintendency are added to all the foregoing, it may be inferred that the of- fice is no sinecure. However, the interesting nature of the work, the co-operation of loyal and responsive teachers, the support of able committees, the opportunity of acquaintance with so many intelligent citizens, and the pleasure of seeing progress in the schools have rendered the labor very enjoy- able.
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TEACHING AND TEACHERS.
A new and higher conception of the importance of the work of the public school in our social development, formerly held only by the few, has now become general. The spread of this higher conception of school work has greatly increased the de- mands upon the teacher. A love for children and power to control them, patience, evenness of temper, natural tact, and a high moral character, are as essential as ever, but, in addi- tion to all these qualities, the teacher who perfectly fulfills the obligations of her position must be capable of being and willing to be a student.
The modern conception regards the formal work of the school-room as an attempt to stimulate to fullest exercise, and to guide in the most profitable channels, the native activi- ties of the child. This conception requires on the teacher's part an acquaintance, the fuller the better, with the whole "circle of the sciences," with history and literature, and with all the fields from which she is to draw nutriment for the minds to whose growth she is called to minister. Whatever her previous academic preparation, if she is to arouse and maintain the interest of pupils in the subjects she teaches, her own interest in those subjects must be kept alive by fresh and extended study of them.
The child himself, his nature and peculiarities, and the laws of his growth, form another field to which the teacher must apply her mind. This phase of the teacher's work has be- come in recent years one of the most vital interest. The re- sults of the labors of specialists in "child study" are becoming available to the common school teacher, and she must reduce them to her service.
Again, the whole subject of methods of teaching, or the best ways of adapting the material of instruction to the growing mind, demands constant study from the teacher.
About all these lines of investigation there now exists a growing body of valuable literature, with which the earnest, progressive teacher must seek acquaintance.
In short. the instruction and management of a school is a complex and difficult art, requiring for its most successful
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practice a sound body and a vigorous intellect, warm emotions, with unfailing tact and self-control, strong sympathy with children, and, added to all this, liberal scholarship, special professional preparation and continued study of the art and its underlying science. The attempt on the part of conscien- tious teachers to meet all these requirements, added to the nervous expenditure incident to vital, vigorous teaching, ren- ders necessary the greatest economy of time and energy. Ra- tional recreation and occasional relief from the burden are re- quisite in order to maintain the desirable physical and mental condition. Parents may do much to lighten the labor of teacli- ers by expression of appreciation, by avoidance of uninformed criticism, and by seeking to establish unity of aim and effort in the relations of home and school. The teacher has been taken into partnership with the parent in the great en- terprise of educating the children. Mutual acquaintance and esteem are essential to the highest success of the enterprise.
THE COURSE OF STUDY.
No complete course of studies for all the schools of the district has yet been formulated. Conditions vary so much in the several towns, and even among the schools of a town, that it has been thought wiser to let the process of growing together continue for at least another year before attempting definite common requirements in the various subjects. Unity of purpose and common observance of fundamental principles have been sought, however, and soon a definite though flex- ible general course of studies will be useful. Some of the aims and results of our work in special subjects are described below.
Reading .- The development of power to read well orally has been particularly emphasized. Pupils are now generally re- quired to stand before the class, and to read to the class and the teacher. Good oral reading is conceived as involving, (a) thinking the author's thoughts and sharing his feelings; (b) adequately expressing with the voice those thoughts and feel- ings; and (c) arousing similar thoughts and feelings in the
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minds of the hearers. As a result of persistent effort on the part of teachers there has been marked improvement in the oral reading.
Another phase of the subject was emphasized in a circular to teachers, which I quote:
Development of power to study is one of the pressing needs in all the schools. Ability to read the text is one of the essential conditions prelim- inary to the study of the text. The oral reading of matter to be studied will often be valuable in showing the teacher the pupil's difficulties. Prob- lems in arithmetic, grammar lessons, geography and history lessons may all be used in learning to read, and thus giving the pupil power to read to learn.
I ask every teacher to give special attention to this matter of developing power in pupils to read and to study the printed matter in their hands. Try experiments and report results. Persevere in devices found useful.
In the purchase of material for reading, it has been the aim to secure one good standard series of reading books as far as the fourth book, which every child should carefully read, and to add to this series as many other good books of corre- sponding grade as can be profitably used. An increased amount, as well as improved quality, is desired in our school reading.
Arithmetic .- In my report of last year I referred to certain fundamental ideas which we were seeking to incorporate into the thinking and the school-room practice of the teachers. Some of these ideas may be thus stated:
1. Numbering is a mode of judgment used in measuring quantity. The result of the measurement is a number.
2. The child begins to measure and number long before he comes to school. Men are constantly measuring and number- ing in all the arts of life. The intervening school period should train and develop the numbering instinct as a preparation for the needs of later life. Becoming acquainted with the units of measurement, and learning to use them by using them should form a large part of the arithmetic work.
3. All number work should be upon material which is real to the child. Hence, in neither elementary nor advanced arithmetic, should the work be pushed far beyond the pupil's experiences and needs. All arithmetic should be mental, in
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the sense that the mind is employed upon the realities in- volved, whether at the same time the pencil is used or not.
4. In the daily class-room exercises, the following aims should be persistently sought: (a) The development of power to image and hold before the mind the magnitudes, conditions, and requirements of the problem in hand. (b) The develop- ment of power to reason upon the conditions given. (c) The development of power to perform the computations required with accuracy and reasonable speed. (d) The development of power to express in an orderly, clear, and positive manner the thinking involved in the solution of the problem.
As was reported last year, the Werner series was consid- ered the best text-book help to the teacher in her efforts to embody these ideas in practice. The books have now been in use more than a year in some schools, and where the teacher has comprehended and faithfully applied their plan, superior results have appeared. The introduction of the books has now been begun in all the towns of the district, and it is expected that, as pupils come up through the new course, a distinct ad- vance over previous results will be evident.
Physiology .- An extract from a circular to teachers will show what has been attempted in this subject:
Each teacher will give a course of at least thirty lessons in physiology during the winter. In buildings of two or more rooms, the lessons may be given to all the pupils of a room at once. In "ungraded" schools it will usually be advisable to form two classes.
In conducting the course, the following considerations should be ob- served :
1. The subject as defined by statute is "physiology and hygiene, which, in both divisions of the subject, shall include special instruction as to the effects of alcoholic drinks, narcotics and stimulants on the human system." It is to be taught to "all pupils in all schools as a regular branch of study."
2. The general method should be observational and experimental, with the study of a text-book in the higher grades as a means of reviewing and fixing the matter presented in previous oral lessons. Observations of the living human body should be supplemented by the study of material from the butcher, microscopic slides, charts, pictures, and other illustrative ma- terial.
3. The structure and function of the bodily organs should be taught mainly as a means of making clear and impressive the facts of practical hy- giene. The main test of success is the formation and strengthening of
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healthful habits of living on the part of pupils. The practical should be kept in the foreground.
4. The demonstrated facts in regard to the effects of alcoholic drinks, tobacco, etc., should be taught as a part of practical hygiene. The moral effects of the use of these substances should be judiciously but positively presented. "Total abstinence" may be safely urged as the wisest course.
5. While formal and direct instruction may be limited to a few weeks of the year, the maintenance of healthful conditions in the school-room, and the securing of healthful practices on the part of pupils should be the teacher's continuous care.
With this circular there was furnished to the teachers a somewhat detailed course of lessons under the following gen- eral topics : "The Body as a Whole," "The Skin," "The Digest- ive Organs," "The Blood," "Review of Nutrition." "Foods and Beverages." From observations I have made, I judge the course has been conducted with fair success.
Nature Study .- This subject is conceived as an attempt to continue in the school by simple, direct and natural means the process of getting acquainted with his surroundings which the child spontaneously begins in the cradle, and to develop into lasting forms his innate interest in the natural world. Nearly all the teachers have reported successful work in the subject. To show the meaning and spirit of nature study, I can do no better than to quote from the last report of the Secretary of the Board of Education:
The development ideal suggests that here is a magnificent field for the children to work in, accessible at the seaside, among the mountains, in the city, in the country, in seed time and harvest, always attractive, and full of challenges to closer acquaintance. Why not utilize in fuller measure the child's interest in nature, lead him to more acute observation of her facts and to a freer use of them in expression, put them on the trail of some of her wondrous thoughts, and quicken his soul in her stimulating presence ? May not this be done in non-bookish, personal, active, natural, out-door ways? The great thoughts of nature little children may grasp,
or at least the germs of them. Surely, the main thing here is a teacher fond of nature, and competent to take the children to her. Much can be done even without a set programme of themes and times. Now, na- ture study in some such spirit as this is not an overtax for children, but a recreation. The burden is for the teacher who cannot direct it.
Drawing .- This subject is among those required by statute. For the most successful work a special teacher is usually con- sidered necessary. Such a teacher is employed in the Holden
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High School one day per week, but in no other schools. The regular teachers are making creditable efforts in the sub- ject, and in many cases good results are secured.
During the spring term Miss Emily Dickinson, teach- er of drawing in the Holden High School, was employed to give special instruction to the teachers. Two classes were formed, one at Holden, for the Holden teachers, and the other at Rutland, for the teachers of that town and of Oakham and Paxton. Each class met four times on Saturday mornings, spending nearly three hours in practical work under Miss Dick- inson's direction. Nearly all the teachers attended every meeting, and found the instruction very helpful. The expense was shared by the towns in proportion to the number of teach- ers.
As a guide in their work, the teachers use the outline course prepared by the state agents for drawing. Two lessons per week are given.
Other Subjects .- The superintendent has given due attention to the other subjects of the elementary course, and also to the high school subjects. The written examinations, as well as his observations, show that we are making decided gains over last year in the thoroughness of the teach- ing and the character of its results.
PATRONS' DAY.
It is proposed to make general this year a plan which was carried out successfully by several schools in the district last year. For the purpose of promoting acquaintance with the work of the schools on the part of patrons, a special day will be observed during the coming spring term, which, for want of a better name, we may call "Patrons' Day." Special invita- tions to visit the school will be issued, and an opportunity will be given visitors (a) to observe the teacher and pupils engaged in their regular daily work of teaching, study, and recitation; (b) to inspect an exhibit of pupils' written papers, drawings, and other handiwork, and (c) to participate in a conference on matters of common interest to patrons and teach- ers.
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Preparation for the day involves (a) the doing of the regular work of the school day by day through the year in the best manner possible; (b) the preservation as completed of each pupil's handiwork, and the final arrangement of it for con- venient inspection; (c) the planning by the teacher of a simple, informal programme for the conference.
The exhibit of work should include the pupil's writing books, and other exercise books, his compositions, samples of written recitations and test exercises, maps and other draw- ings, in short, anything tangible by which the results and some- thing of the methods of the school may be seen or inferred. Nothing is to be done simply for display, but the pupil is to be led to do the things judged best for him in the best way, and the work exhibited for inspection and criticism.
The schools belong to the parents every day in the year, and visits are welcomed at any time. But when the invitations for "Patrons' Day" are received, it is hoped that every parent will plan to spend a half day in school with his children. Ex- tended experience with the plan described leaves no doubt of its success.
THE TOWNS IN PARTICULAR. Holde
Repairs .- The thorough renovation of the four single-room buildings, recommended in my report last year, was accom- plished during the summer vacation. The two rooms at the Centre were also renovated. By careful attention to the se- lection of the colors of paint and paper, a pleasing effect was produced without addition to the cost. The superintendent spent considerable time during the summer in the oversight of these repairs and of other work.
Attention was called last year to the desirability of re- placing the furniture of three rooms with adjustable seats and desks. Such seats and desks have recently been pur- chased for the room most needing them, the grammar room at Chaffin.
During the coming year. the large building at Jefferson will need repainting outside, and kalsomining and otherwise fresh- ening within. The heating plant at Quinapoxet is reported as needing complete renewal.
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Teachers .- We were obliged to secure six new teachers dur- ing the summer vacation. One of these resigned at the end of the fall term. We consider ourselves fortunate in having so strong a force of teachers as the one now employed. All have been re-elected.
In organizing the schools in September, the pupils were so distributed in the various rooms that no assistants were re- quired, as was the case in some rooms the previous year.
Consolidation .- The committee has considered in former years the advisability of conveying the pupils of the North Woods school to Jefferson. The families are so located that this could easily be done, and the children would receive much greater advantages in the grades at Jefferson. I strongly rec- ommend that transportation be begun at the opening of the fall term.
The Ninth Grade .- The plan suggested last year of placing all the ninth-grade pupils of the town in the high school build- ing for instruction by the high school teachers was adopted by the committee. The fact that the high school would comprise but two regular classes this year made the time particularly opportune for the introduction of the plan. Twenty-two pu- pils have formed the grade. The attendance and interest of the class have been very commendable. Those who pass to the high school will enter with a much better preparation than previous classes have had, and should be able to do more and better work. Special attention is being given to the grades just below the ninth, so that more advanced and stronger work in the high school will be rendered possible as successive classes reach it.
High School .- Secretary Hill recently wrote the following of the small country high schools:
High schools with two teachers can only do justice to a full high school course when the work is reduced to the simplest and most manageable forms. It is difficult for such schools to do much in science; laboratories are generally not feasible; the conditions favor a bookish trend, rather. And yet, if they are fortunate in their teachers, these small high schools, in spite of their limitations, render a valuable service.
The Holden High School has been "fortunate in its teach- ers," and has rendered "valuable service" to the town. With
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a view of making that service still more valuable, the com- mittee have approved the plan of offering two courses of sindy instead of one, as heretofore. The new course will re- quire no Latin, and will aim to meet the needs of those who prefer not to pursue that subject. Mr. Learned, the principal, has written of this matter in his report which follows:
Mr. Herbert J. Jones.
Superintendent of Schools:
The present enrollment of pupils and arrangement of classes in the High School require that attention be given to that perennial subject of school supervision, the revision of the course of study in the High School.
As a result of a careful study of the immediate situation by those most thoroughly acquainted with it, of a comparison of courses of study in schools of the same rank as this, and of consideration of suggestions offered by the agents of the State Board of Education, it is hoped that at the be- ginning of another school-year, lines of work may be arranged that will furnish somewhat more of science, of history, and of literature than has been possible in the past, without detraeting in the least from the results which have been sought in mathematics, Latin, French and English.
The effort should be made to furnish two courses of study of equal thor- onghness and of equal e.lucational valne. No pupil, after adopting one of these, should be allowed, except for the best of reasons, to change his work. Too much laxity in this respect has been allowed in the past. Every pupil should take at least three studies, in two of which he should be held to the most rigorous standards of preparation and recitation. Any course that, because of the number of studies in it, makes it seem necessary for the teacher to accept shiftless methods of preparation and recitation is to be condemned, not only by teachers and superintendents, but by parents and pupils.
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