USA > Massachusetts > Worcester County > Rutland > Town annual report of Rutland 1900-13 > Part 14
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The average rate of local taxation for the support of schools in the State is $3.70 on each thousand dollars of valu- ation. Comparing the figures opposite the fourth item, it is seen that all but one of our towns are taxed at a higher rate.
The average local taxation cost of support for each child in the average membership for the State is $27.04. Our towns get along with the modest sums set opposite the fifth item.
The schooling of the average child in Massachusetts costs $0.14 per day. A Paxton child goes to school in the morn- ing, is furnished Iris books, paper and all other needed mate- rial, and is instructed during the day by a competent teacher. He has cost the town, when he returns home at night, $0.104. A pupil in any other of our towns costs a few mills less per day. And yet there are a few people among us who raise the question of a reduction of school expenses!
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The problem of the equalization of the school burdens of the towns of the Commonwealth still puzzles the authorities. In the words of Secretary Hill, "There are extremes, anoma- lies, incongruities, indeed, in a state policy that is admirable in the main, but they none the less merit correction." Our towns, however, are to be congratulated on the fact that, under the present plan of distribution of State funds, their share of those funds is so generous. The table above shows that the local taxation cost of our schools is not excessive. As to the possible value of what is received in return for the expenditure, let me refer to the quotation from State Superintendent Schaeffer in my last report, and also to the following paragraph from him:
Commissioner W. T. Harris collected statistics showing that in the Commonwealth of Massachusetts, which gives every child an average schooling of seven years of two hundred days each, the average daily earnings of the people are 33 cents in excess of the earnings for the rest of the United States, which gives the child but four years (a little more) of schooling. For the entire State of Massachusetts this excess amounts to $250,000,000 annually. In the days when the present wage-earners were at school in Massachusetts, she spent about ten millions upon her schools. Now, if you can put $10,000.000 into brains and get a return of $250,000,000 in increased earnings-825 for every dollar invested-who will dispute the proposition that money spent in the right education of the people is the best invest- ment of public funds ever made ?
THE TEACHER IN THE SCHOOL SYSTEM.
The supreme fact should not be overlooked, however, that the interests of the State are indissolubly bound up with the interests of its children, that these interests are too vast and sacred to be trifled with, and that they demand for their protection and promotion the very best of teaching service. Now, granting all the exceptions that may be cited, it remains true that trained teachers render by far the better service. The State for sixty years has pressed for such ser- vice-it opened its first normal school in 1839. It maintains today, at large expense, ten normal schools. Its prime motive in aiding so many of its smaller towns is to enable them to engage this superior service. The State pays half the salaries of all the district superin- tendents, it contributes a special sum of money to every superin- tendency district, it requires every town, every city, to employ a superintendent of schools ; and all to make more effective, if it can, the teaching in the public schools .- Secretary Hill, Sixty-fifth Report.
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Your superintendent recognizes the truth so forcibly stated by our honored secretary. On the character, ability, and skill of the teacher mainly depends the success of the schools. The critical question concerns what goes on when the teacher stands before her class. To the degree in which she is then able to command the attention of the pupils, to arouse their interest, to call forth their energies, and direct those energies into educative work, to that degree will the ends of the school be reached. To assist in the higher development of such ability is the supreme and most difficult function of the super- intendent. By plans for the work to be required, by personal instruction, by illustration of principles and methods at my visits, by encouragement and suggestion, by kindly but plain personal criticism, by the arrangement of teachers' meetings, by the direction of the teachers' reading along professional lines, and by all other means available, I have tried to increase the effectiveness of the teaching. In the pursuit of this end, however, I recognize fully the absolute necessity of willing and intelligent endeavor on the part of the individual teacher. It is impossible to impart knowledge, skill, or power to another, whether that other be a pupil or teacher. These results grow in the individual as the result of that individual's own activities. The provision of opportu- nity and stimulus, and the direction of aroused energies into the most fruitful channels, form the main work alike of the teacher with regard to her pupils and of the superin- tendent with regard to his teachers.
In accordance with this idea it is intended to give full lib- erty to the individuality of the teacher within the limits of established educational principles. It is assumed that the teacher has brains and she is expected to use them.
The superintendent's ideas are further expressed in a circu- lar sent to teachers recently, and which was made the basis for discussion in a teachers' meeting :
Intelligence and earnestness, native tact and power of control, genial manners and sympathy with childhood, all these qualities are of the utmost importance to the success of the teacher. Care should be taken to maintain and strengthen these natural personal endow- ments. Supplementary to them, special professional study is neces-
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sary to the highest success. Normal school attendance is desirable asjaiding in such study, but every teacher, whether normal courses have been taken or not, should make it a regular part of her business to study in professional lines. Some of these lines are indicated below :
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1. The Children Themselves. Our work is ministering to the growth children. Knowing the children is a fundamental necessity. Attentive, sympathic observation of individuals in the school, at play, and in their homes, yields many practical results, not the least of which is preparation to understand and appreciate books on psy- chology.
2. The Subjects of the Course of Study. Each of these may furnish nutriment for the mind of the teacher as well as that of the pupil. Full, accurate, and fresh knowledge of the subject taught is one of the greatest needs in instruction, and one of the strongest aids in man- agement. It begets confidence in the teacher on the part of pupils, and " confidence is the sure basis of cheerful obedience." The special matter of the text-books used by the pupils should be so mastered by the teacher that she may be independent of the book in class exer- cises. The general plan of the book should be comprehended and usually followed in instruction. Authors' prefaces and suggestions to teachers should be carefully considered. A growing knowledge of the subjects as sources of educative material will characterize the progressive teacher.
3. Educational Books. Pedagogical experience and scientific study have settled some things. Books like Dr. White's "School Manage- ment," and the same author's " Art of Teaching," record established conclusions. By the study of such books the teacher may greatly lessen the high cost of tuition in the school of experience.
4. Educational Periodicals. They record current thought and practice, and many give helpful details for immediate use. Every teacher should read one or more.
5. History in the Making. [Relating the school and its work to the present life of the world should be a distinct aim of the teacher. Hence the teacher must keep in touch with current events. The newspaper must be read, with judicious skipping. Current maga- zines should be scanned for matter valuable professionally.
Thus much as to strictly professional studies. But so great a factor in teaching is personality that any reading or study which refreshes the spirit, enlarges the sympathies, or enriches the mind will result in increased professional power.
Several questions designed to bring out the facts regarding the experience and professional study of our teachers were later answered by all our force. From the answers it appears that length of experience varies from five months to forty
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years; that one half of the teachers entered on their work with no professional preparation whatever; that only seven are nor- mal graduates; and that all the remainder had some prepara- tory training in normal schools, city training classes, or col- lege courses.
The answers to questions in regard to professional reading are exceedingly suggestive, but it will suffice here to say that the teachers are commendably responsive to the superin- tendent's efforts in this matter. It is particularly encouraging to find from the answers that all agree with the statements of the circular quoted above, and that every teacher considers herself as growing in efficiency, an estimate which the superin- tendent approves.
The salaries of our teachers below the high school range from $256 to $432 per year. Consequently, "resigned to accept a better position," is a frequent phrase in the latter part of this report. One of the features most discouraging to com- mittees and superintendent is the lack of the funds necessary to retain, in many cases, our growing, ambitious teachers.
The teacher's work, with all its pleasant features, involves large nervous expenditure, and has many perplexities and trials of patience. The management of a very few children in the home is frequently a task which disturbs the serenity of father and mother- And yet the teacher is expected, rightly enough, to secure cheerful obedience, orderly conduct, and at- tention to business, on the part of large groups of children. In the performance of the task the teacher needs all the cheer, encouragement, and practical assistance which parents can render. I have urged upon teachers, when beginning work in a new school, to endeavor at once to establish cordial relations with the parents of the children, and by no means to let the acquaintance begin when some occasion for complaint has arisen. I would also remind parents that the highest useful- ness of the teacher to their children depends upon intimate acquaintance with them, and upon the support she has from the home.
Parents should not wait until a call at the school is made necessary by some friction which has been discovered, but
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should do their part toward the early formation of the cordial relations previously mentioned. The best results are possible in education only when teacher and parent work together in the harmony born of mutual understanding and regard.
THE ELEMENTARY SCHOOL PROGRAM.
"Orthography, reading, writing, the English language and grammar, geography, arithmetic, drawing, the history of the United States, physiology and hygiene, and good behavior," are the subjects required by law to be taught in the public schools of the Commonwealth. Such other subjects as the school committee consider expedient are permitted.
The proper distribution of the limited school time among the subjects, especially in our "multigraded" schools, is one of the most serious problems of school economy. Each teacher has this year made a special attempt to prepare a well- balanced daily program, in which the number of minutes to be devoted to each subject, including both study and recitation, is definitely specified. The ratio of the time given to each subject per week to the whole weekly school time, has been calculated and reported to the superintendent.
These reports show that "the three R's," and the other standard utilities, are not being neglected, but are receiving their full share of time. The "enrichment" of the element- ary course by the introduction of new subjects and new phases of old subjects has certainly not gone to extremes in our schools, however it may be with others which are charged with devotion to "fads."
Hand-work in school, nature study, and the reading of stand- ard literature, have passed the "fad" stage, and are now re- garded as solid and valuable additions to the school course, to be correlated in sensible ways with each other and with the older work. Our teachers are giving attention to these lines with increasingly valuable results.
In reading, we are trying to extend the use of the public libraries by taking sets of books to the schools at a distance, and otherwise to develop a taste for the good things in point.
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Our exhibits during the coming term will show considerable advance in the line of hand-work. In nature study, we are trying to shape our practice in accordance with the ideals of Dr. C. F. Hodge, of Clark University. Dr. Hodge regards the subject as "learning those things in nature that are best worth knowing, to the end of doing those things that make life most worth living," and says that for elementary study "we must select those things that stand in fundamental associations with life and about which the children can find something worth while to do."
This last statement really expresses the growing ideal among educators in regard to the selection of matter to be taught from all the great fields of knowledge. It is the ideal of your superintendent, an ideal imperfectly realized, it is true, that the matter and the method of all school instruction should be mainly determined by the consideration of what will best enable the pupil to live and to enjoy living, as a worthy citizen of our democracy.
TEACHERS' MEETINGS.
In September, an Institute was held at Jefferson, under the direction of the State Board of Education. All the teachers of the district attended, together with many others from neighboring towns. Hon. Frank A. Hill, secretary of the Board; Messrs. MacDonald, Prince and Bailey, agents of the Board; Misses Allen and Bragg of the Fitchburg and Lowell normal schools, respectively; and Miss Lovejoy of Malden, were the speakers. This meeting proved of much practical help to our teachers.
In October occurred the annual meeting of the Worcester County Teachers' Association. Nearly all our teachers at- tended, as usual.
As in former years, I have planned to hold five meetings in each town during the year, devoting a half day to each. Our teachers. being so widely separated, it has been considered wise to limit the meetings to the number mentioned. The plan of each meeting includes work by the teachers in prepa-
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ration, active participation in the meeting, and further study of the topics after the meeting. "The Teacher as a Student," and "A Study of Interest" were the topics for the last two meetings. "Waste in School Work" will be considered at the meetings in April. As usual, all persons interested are in- vited to meet with the teachers.
PATRONS' DAY.
This day was observed in all the schools during the months of May and June, in accordance with the plan outlined in my last report. In Oakham, the main features of the day were combined with the established custom of "Examination Day." Special invitations were sent to every parent and to many others to visit the school on the afternoon of a particular day. At the school, a programme of exercises selected from the usual day's work was presented. This programme aimed to show fair samples of the regular teaching and recitation in the leading school subjects, and also to show the general spirit and method of the school management. A careful ob- server could easily discover the merits and defects of the school. As a further means of promoting thorough acquaint- ance with the quality of the work being done, specimens of the pupils' drawings, written papers, and other handiwork were displayed in a form planned for easy inspection. A part of each pupil's work was mounted on a large sheet of card- board, which he was afterward allowed to take home. After the early closing of the session, and the inspection of the ex- hibit, the visitors were invited to participate in an informal conference on matters of common interest to patrons and teachers.
The teachers' monthly report includes a mention of the number of visits received during the month. The reports for October, 1902, a favorable month for comparison, show a total of 171 visits. But for the month which included Patrons' Day the total was 825. It will be seen, therefore, that the attempt to bring together the schools and their patrons for the pur- pose of mutual acquaintance was fairly successful. The at- tempt will be repeated during the coming term, and it is
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hoped that a much larger attendance may be secured. We ex- pect to show that decided progress has been made during the year. Patrons are reminded, however, that the schools are theirs all the year round, and that visitors are gladly wel- comed at any hour of every day.
THE TOWNS IN PARTICULAR.
HOLDEN.
Teachers .- The principal at Jefferson, the assistant in the high school, and the teachers at Dawson, Springdale, and North Woods resigned during the year, all but the latter to accept better educational positions.
The number of children in the Unionville district having increased and their location making transportation impracti- cable, the school there was reopened in April. The teacher secured resigned in October to accept a better position. All the new teachers are proving efficient.
It is intended to change the time for the annual election of teachers from the March meeting of the committee to the meeting held the first Monday in June, and hereafter to elect for the natural school year beginning in September and end- ing in June. In order to make the change, the elections in March this year will be for the spring term only.
Repairs .- The five rooms in the Jefferson building were much improved by kalsomining the walls in a proper tint, and by redressing the woodwork. The halls should receive a sim- ilar treatment during the coming year. The outside of the building is in need of paint, and some leaks in the roof de- mand attention.
The wornout furnace at Quinapoxet was replaced by a new one, which has done its work satisfactorily during the win- ter. The Quinapoxet building was also improved with new paint and paper.
The interior of the building at Unionville was renovated in preparation for the reopening of the school. The roof of this building will need new shingles during the coming year.
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The Ninth Grade .- In September, 1901, all the ninth-grade pupils of the town, twenty-two in number, were placed in the high school building to be instructed by the high school teach- ers. The fact that the high school comprised but two regular classes for that year made this plan entirely feasible. It was designed in this way to secure a better preparation on the part of pupils for the regular high school work, and thus eventually to raise the standard of work done in the high school. The class pursued the work of the year with interest and good results, and every member returned in September, 1902, all but two to enter the high school, and these to repeat the ninth-grade work. Another ninth grade, comprising eight- een pupils, was gathered last September and is now pursu- ing its work with the three regular high school classes. The subjects pursued are arithmetic, grammar and composition, history, elementary physics, and drawing. The success of the present plan for the instruction of this grade would seem to justify making it permanent.
High School .- In accordance with the plan approved last year, a choice between a course of study including Latin, and a course without that subject, was offered the entering class in September. All chose the Latin course.
The new course, approved by the Committee in September, requires each pupil to take four subjects instead of three, as heretofore, besides drawing one day in the week. Thirty minutes are added to the former school day.
The small high school has unavoidable limitations. As Secretary Hill remarks, "Its work must be reduced to the simplest and most manageable forms." Even then, the work of the teachers is very difficult, and more than ordinary zeal, industry, and teaching power is required to secure results that compare favorably with those of the larger schools. The people of this community know the sterling qualities of the principal who has served them so efficiently for nearly twenty- three years The scholarship and character of his assistant, a resident of the town, are also familiar to all. Both are deep- ly devoted to their work, and are in perfect accord with the committee and superintendent in the effort to make a course
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of study at the Holden High School as broad and thorough as the conditions will permit.
There was no graduating class last year. In the place of the usual graduation exercises, a lecture was given by Rev. George L. Perrin, D.D., of Boston. There are nine pupils who expect to receive diplomas in June next. A graduating class is expected in 1904, but not in 1905, as no class entered in 1901. In 1906, the four regular high school classes will all be represented, and in that year the instruction of these class- es and that of the ninth grade will make necessary the em- ployment of a third teacher.
Miss Mabel E. Dickinson of Worcester continues her work as teacher of drawing, spending one day each week at the school. By special arrangement with the principal, Mrs. L. L. Holden of Worcester has given instruction in singing for a few weeks in the winter term, and under her direction a very creditable public concert was given on the evening of Feb. 27.
Attendance .- The South school retains the best record of attendance in the town, though this year it takes second place in the district. The attendance at Jefferson and Quin- apoxet was decreased materially in the winter term by the prevalence of measles. The opening of the schools at the Centre for that term was delayed two weeks for the same cause, and the time will be made up in March.
One of the truant officers reports no calls from teachers for his services, though he has sent to school several children found on the street. The other officer has made eight visits at the request of teachers. The superintendent has made several calls on delinquent parents, when such calls could be made conveniently.
A Look Ahead .- I have taken occasion in a public address to suggest what I consider an altogether probable develop- ment of the future. Let me here put on record the sugges- tion. It is the provision at the Centre of a new school build- ing, in a good location, of suitable size, and of a style not contrasting too much with the beautiful Damon Memorial. To this building, when the people provide it, will be carried
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in comfortable conveyances the children of the three small schools nearest the Centre. All will then enjoy the benefits of a graded school in the most attractive surroundings, The development of the town which is expected to follow the advent of the electric railway may lead to an early realization of what is now only a pleasant vision.
OAKHAM.
Teachers .- Miss Lena R. Edmands resigned her position at Coldbrook in June to return to college. Miss Blanche Pack- ard, who had taught the South school during the spring term, was appointed in her place. Mrs. Minnie G. Woodis was ap- pointed to the South school, where she liad formerly done good service for several years. No other changes occurred.
In December, Mrs. Woodis, Miss Russell, and Miss Packard were "specially examined," as the required preliminary to an application to the Board of Education for an increase of sal- ary, under the "exceptional ability" law. After an inspection of their schools by Mr. J. W. MacDonald, agent of the Board, the application was approved. Two dollars per week was then added to the salaries of each of the three teachers, and the amount will be refunded by the State. A similar applica- tion in the case of Miss Mellen was approved last year. The town is thus receiving from the State eight dollars per week to apply on teachers' salaries, besides the fifty dollars per year received for the same purpose under the superintendency law. Both of these sums are in addition to its share of the State school fund under the general law.
The School Year .- The generous State aid which the town receives, it seems to me, should render practicable an addition of two weeks to the school year, which is now as short as the law allows. The average length of the school year in the State generally is nine months and six days, or one month and six days more than the legal requirement.
Apparatus .- The set of maps for the Centre Grammar room, recommended last year, has been purchased, and the globes for other rooms, also recommended, are provided for.
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