USA > Massachusetts > Worcester County > Rutland > Town annual report of Rutland 1900-13 > Part 18
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In spite of the limitations which we share with all the small
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high schools of the State, it should be noted that within the range of work attempted, good results are secured, and our graduates who go to higher institutions enter with credit, and, as a rule, maintain a good standing. More important than all, the in- fluence of our school, exerted through the personality of its teachers, counts strongly in the building up of high moral character, which is the surest guarantee of a successful life.
RUTLAND.
Attendance .- The statistical tables show that three of the schools have increased their per cent. of attendance over that of last year. But the great irregularity in other schools brings the average for the town nearly to last year's average. Sickness among the pupils at West Rutland caused much loss there. In all the schools the extremely severe weather of the winter has seriously affected the attendance. At the Center, the schools were all dismissed on several occasions, owing to failure to warm the rooms. On some other days the uncertainty as to whether the rooms would be warm doubtless caused many par- ents to keep their children at home. Opinion is divided as to the cause of the failure to provide the proper temperature, but it is hoped that the Committee realize the serious loss we have suffered and will take measures to prevent its repeti- tion next winter. Inspection of the registers shows the usual amount of absence due merely to parental indifference. I have a considerable list of parents who are apparently liable to fine under the attendance law. If the truant officers can not secure amendment in any other way, I recommend that they be instructed to bring delinquents before the court as provided by the statute.
Teachers .- The present list of teachers includes but one name which appeared in the list of last year. A new high school principal was engaged for the spring term. He resigned at its close to accept a more lucrative position. The present efficient principal began work in September. The assistant in the high school, Miss Claflin, was visited during the spring term by the superintendent of Attleboro, who offered her a much better position, which she accepted. The new assistant served one
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term, when she was replaced by Miss Kelly, who is now doing satisfactory service. Miss Sfa Ward was the new teacher engaged for the spring term in the intermediate room. When the new primary room was opened in the fall, she was placed in charge, and Miss Ethel Sellers was secured for the interme- diate room. Miss Ward now resigns, after one year's service, to accept a better position in Natick. Soon after the beginning of her third year in the primary room, Miss Annie M. Jenness accepted an attractive offer from Melrose. Miss Ethel C. Weth- erbee was engaged in her place. During the summer Miss Lucy Grant, who had taught the West Rutland school acceptably for three years, resigned to enter the Bridgewater Normal School, and Miss Mabelle Heald, of North Rutland, resigned to enter a business college. The teacher engaged for North Rutland has now resigned after two terms' service.
My first report noted five new teachers secured for that year for the seven positions in the town. My second report recorded but two changes. Last year I reported five changes, and this Jear I report eight changes in a force of eight teachers. Such a lack of permanency in its working force would bankrupt any other business, and it has a ruinous effect on the character of our school work. A complete remedy is probably beyond our reach, but a palliative is plainly indicated. Our short school year and small weekly salaries will not attract and hold able teachers of experience and proved success. I am aware of the financial burdens now borne by the town, but I see no way to secure the excellence in school results which every citizen de- sires without putting more money at the disposal of the Com- mittee, to be used judiciously in additional compensation for worthy teachers.
The High School .- In my last report I mentioned two changes in the high school law which affect the town of Rutland. The first change raises the valuation under which a town. may be reimbursed for tuition expenditures in outside high schools to $750,000. This brings Rutland into a new class. It may now provide for its high school pupils in another town and have its tuition expenses refunded by the State. The other change pro- vides that if a town like Rutland which is not required by law to maintain a high school, does maintain one with at least two
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teachers, such town may receive a special State grant of $300. In order to secure the grant, however, the high school condi- tions must be approved by the State Board of Education. At the time my last report was printed, application had been made for the grant, but the decision regarding approval had not been received. Later we were informed that approval was withheld on the ground of non-conformity to the law, in that the high school teachers were also instructing the eighth grade. The law requires that the two teachers shall devote their entire time to high school instruction. In planning for the present year, three courses were open to the Committee. The first was to continue the former arrangement with the eighth grade in the high school room. This plan would not relieve the over crowded primary room, would tend to cripple the high school, and would give up all claim to the special grant. The second course open was to abandon the high school and provide for the high school instruction which the law requires in another town, receiving reimbursement from the State for tuition expenditures. Were there an approved high school conveniently accessible to Rut- land pupils, this plan would be worthy of serious considera- tion. But as the nearest high schools could only be reached with considerable difficulty, and as this condition would debar many pupils from high school privileges, the adoption of this plan seemed unwise. The third plan to be considered was to comply with the conditions imposed by the State, and to try to secure the special grant. This plan involved providing a separate room for the high school, employing the two teachers for high school work exclusively, and the maintenance of the school for the time required by law. It also made necessary the employment of another primary teacher for full time, where an assistant had been employed for a part of the year. By the adoption of this plan, not only would the needs of the high school be met, but also the overcrowded primary room would be provided for. The larger part of the extra annual expense involved would be met by the grant from the State.
The whole matter was carefully considered by the Committee and the third plan was approved. Later a special town meet ing appropriated $350 for carrying it into effect, and granted temporarily, the use of the reception hall in the town building
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for the high school. This room was fitted up as a school room at small expense, and with the recitation room formerly used, answers the purpose 'satisfactorily. The former high school room was occupied by the new primary department, composed of the second and third grades.
Mr. J. W. MacDonald, agent of the Board, has visited the school, and writes me as follows :
In reply to your inquiry, I am pleased to say that I found, on my last visit, December 16, 1903, a marked improvement in the deport- ment and work of the school. The spirit of the school as it appeared on that visit was very commendable.
Mr. MacDonald reminds us that the aim of the State in offer- ing the special grant is not to reduce the amount formerly expended by the town, but to assist it in making its high school a good one. He says : "If the people of Rutland will keep a legal high school, they can have $300 from the State to help them." A "legal high school" is in session forty weeks, but we are allowed, for the present year only, to make the time thirty-eight weeks.
The State requires that every town shall provide free high school instruction for four years for every one of its properly qualified children, without regard to the town's ability to do so. It offers its aid in two forms to enable the less fortunate towns to comply with its requirement. Rutland may choose one of these two forms of aid. The course adopted by the Committee and approved by the town seemed the wiser under present cir- cumstances. Should circumstances materially change, another course might be preferable. Meanwhile vour superintendent and the teachers are endeavoring to make the present school as valuable as possible to each individual pupil, and in this effort they depend upon the cordial support of every intelli- gent citizen.
OAKHAM.
Attendance .-. Oakham continues to lead the other towns in regularity of attendance. The heroic spirit shown by many of its pupils in reaching the school in spite of distance and drifts is worthy of much praise.
Teachers .- Miss Althea Russell, of the West school, resigned
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her position at the end of the spring term to enter college, and Miss Ruth Butterfield was appointed to the place. Otherwise the teachers remain the same as last year. Oakham has been more fortunate than the other towns in retaining its teachers, and the good results of permanency are evident in the work of the schools. The "exceptional ability" law, under which Oak- ham received from the State two dollars per week to apply on the salaries of each of four teachers, was repealed, and this year the grant ceased. £ But the new method of apportioning the income of the State school fund so increases Oakham's share that the total amount received from the State is not decreased. The town therefore continues the former salaries.
The School Year .- The days taken for the agricultural fairs and other occasions, added to the legal holidays, leave scarcely thirty-one full weeks for actual school work. The longer a good school is kept the better, up to a certain limit. The aver- age length of school for the State is about thirty-seven weeks. It would seem that the town of Oakham, with its large share of the State fund and its low tax rate, might give its children a little longer schooling than the shortest time the law allows. I suggest that one week be added to the coming spring term, making thirty-three weeks for the present year, and that next year a week be added to both the fall and spring terms.
Singing .- By taking advantage of favorable circumstances, we have been able to introduce the teaching of singing at small cost. Mr. Charles Keyes, of Barre, an expert supervisor of public school music, met the teachers once for instruction, and a pupil of his, Miss Ethel Harwood, was later engaged to visit each school weekly. At her visits she tests the work of the previous week, lays out that of the week to come, and other- wise assists the regular teacher. The Weaver Individual Method is in use, supplemented by the first book of the Educa- tional Music Course. Both pupils and teachers have under- taken the work with enthusiasm, and an excellent beginning has been made.
PAXTON.
Attendance .- The total average membership of the three schools of Paxton for the first year the town entered the dis-
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trict was 59; for the second, 63; for the third, 68; and for this, the fourth, 64.7. Three teachers for this number of pupils is a liberal provision. The per cent. of attendance increased every year till this one, when it has dropped off. With the pupils at a distance transported to the school, and with a build- ing always comfortably warm because of its excellent heating plant and efficient janitor, it would seem that a much more reg- ular attendance should be secured. Inspection of the registers reveals much absence unexplained.
Teachers .- Miss Lulu Baker, who had been the efficient teacher of the primary school for two years, resigned in June, and was succeeded in September by Miss Isabelle Jones. Miss Jones resigned in January to accept a position offered her near her home, and Miss Bertha B. Pierce was secured for the place. Fortunately, Misses Burnham and Converse remain with us, and the expected good results of continued service are evident in their work.
The Work of the Year .- The usual work has proceeded with- out friction, and a good spirit of industry has prevailed. In connection with my bi-monthly visits, I have frequently met the teachers after school for conference and discussion regard- ing plans and methods.
The teaching of singing has recently been introduced, the primary teacher taking the work in the intermediate room as well as her own. The Weaver material and the Educational Music Course are used, as in Oakham, though no supervisor is employed as yet. A good beginning has been made.
The Building .- Allow me to call the attention of the Commit- tee to the suggestions made last year in regard to finishing the rooms. The lighting, the warming, and the ventilation of the building are excellent, and the furniture in the rooms is good. These standard utilities are highly valued. The beauty and attractiveness of the rooms would be greatly increased at small expense by the application of kalsomine of proper tint to the walls and ceiling. Good blackboards would add much not only to the appearance of the rooms, but to their every-day useful- ness.
THE SELECTION OF TEACHERS.
The School Committee shall select and contract with the teachers of the public schools, shall require full and satisfactory evidence of
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their moral character, and shall ascertain by personal examination their qualifications for teaching and their capacity for the govern- ment of schools; or in lieu thereof, may accept the diplomas granted by the State normal schools of this Commonwealth to their gradu- ates .- Revised Laws, Chap. 42, Section 28.
The powers of the selectmen or of the assessors may affect the interests of citizens in more material and tangible ways, and so receive a larger degree of public attention ; but those who understand the real sources of public welfare will grant that no more important powers are exercised by any town official than those exercised by the School Committee. And the most vitally important power of the Committee is conferred by the section of the law quoted above.
During the past year, the committees of the district have had to fill nineteen vacancies, in a total of thirty-four teaching posi- tions. The preliminary correspondence required to find suitable candidates has fallen to the superintendent, and usually he is expected to select the best one he can find for nomination to the Committee. Personal interviews of both Committee and superintendent with candidates have been held when practi- cable. In about half the cases the superintendent has been directed to engage the best teacher he could secure, subject to later election by the Committee. In performing this duty the superintendent has exercised all the care which the circum- stances allowed. In only three cases has it been necessary to engage a teacher without previously seeing her, and in these cases evidence of her fitness was in hand.
It is widely becoming recognized that the successful manage- ment and teaching of a school requires ability of a high order. The superintendents and committees of Massachusetts, par- ticularly, are looking for teachers of rare personal endowment, of scholarly attainment, and professional training. The stronger graduates of our normal schools are quickly absorbed by the schools of the wealthier cities and towns, often beginning at a salary larger than any we pay. The fact that there are many other occupations now open to the class of young women who formerly turned to teaching for a livelihood has further reduced the number of aspirants for positions in the schools.
These and other causes have brought about a scarcity of the
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sort of teachers which public opinion now demands. Just as in other lines where demand exceeds supply, the possession of the thing desired becomes a matter of money. Teachers whose ability commands $400 per year are beyond the reach of those who pay, as we do, $320 or $360. If we are so fortunate as to secure an ambitious young teacher of excellent natural ability, the experience we give her soon makes her eligible to promo- tion. This usually means, with us, her election in another town, where she may turn the results of her experience into cash. I have many expressions of appreciation from those who have left us, of my efforts to aid the development of their teach- ing power. While these are pleasing, it is also discouraging to know that the developed power must go to the service of other schools than our own.
Every good citizen desires not only that our present stand- ards of school results shall be maintained, but that definite improvement be made each year. For the attainment of this end, the permanent employment of efficient teachers is the essential condition. In order to supply this condition it is increasingly clear that committees must have at their command a larger share of the town's funds. The ability to pay a dollar or two more per week often makes the difference between a thoroughly good school and a partial failure.
If any think that present school expenditures are excessive, let me remind them that all our towns are well down the list in the proportion of their taxable property appropriated for the support of schools. In the last graduated table at hand, in which the 353 towns of the State are arranged numerically with regard to this feature, Holden stands 34th, Rutland 87th, Paxton 237th, and Oakham 336th. In the calculation which I published last year, it was found that the daily cost of the schooling of a child in our towns was between nine and one- third and ten and one-half cents, while the average cost for the State is fourteen cents. It is thus evident that a considerable increase of school expenditures may be made without taxation which is excessive as compared with other towns. It will usually be found that the larger resources may most profitably be used in the selection and retention of good teachers.
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THE ELEMENTARY COURSE OF STUDY.
As the framework for our scheme of instruction, we are using the outline prepared by Dr. John T. Prince, agent of the Board of Education, and published in his Third Report upon a Course of Studies for Elementary Schools. This document includes, also, a discussion by Dr. Prince of the scope, relations, sequence, and limitations of the several subjects, and every teacher is expected to become familiar with the ideas set forth in this discussion. In the teachers' meeting, and by means of mimeographed notes, the superintendent adds to the outline various suggestions and directions intended to be helpful in reducing it to practice in the school room.
An important feature of Dr. Prince's outline is the arrange- ment of all the subjects of study pursued in the elementary schools into five groups. This arrangement contributes greatly to simplicity, and is a valuable aid to the teacher in getting a firm and comprehensive grasp of the material of instruction.
Group I includes the language subjects: (a) reading, (b) writing, (c) composition and spelling, (d) memory work, (e) grammar.
The following are extracts from the superintendent's notes on this group, which are placed in each teacher's portfolio :-
All the various lines of language work specified in the outline, when once begun, should be carried on continuously, each receiving its due share of attention. Grammar begins in the latter part of the sixth grade.
The training of pupils in the art of effective speech should be a prominent part of the work under this group. The use of the speech organs in oral reading, in all recitations, in declamations, in conver- sation, and in singing should be made the occasion of such training. Require the pupil's best work in all forms of expression, oral as well as written. "The tongue should go before the pen."
In penmanship, we need a revival of attention to the old things, rather than emphasis on the new. The correct position of feet, body and arms, correct penholding, and the necessity of "muscular movement" for ease and speed, have remained the same through all the changes of style in regard to slant. Other things being right, slant is determined by the position of the paper, and is easily managed. Teachers are expected to carry out with vigor the directions of the specialists who may assist us, of the authors of the copy books, and of the superintendent. "The price of success ir
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teaching writing is enthusiasm and work on the part of both teacher and pupil." Can success in anything be bought at a less price?
Letter writing, as the most common form of written composition, should receive special attention. £ Instruction and practice in it should begin as early as the fourth grade, and should continue through the course.
In life, writing is done for some one to read, and people talk for others to hear and understand. Let school training be like life. Let pupils read and recite to the class as an audience. Honor the best work with a larger audience, if possible.
The reflex action of good expression should be considered by the teacher. Expression is the final act of knowing. In the preparation of daily lessous, pupils should be trained to prepare to express in good form the things learned. Omission of this is a source of great loss. Power of thought and power of speech grow together, and each helps the other. Thought unexpressed is thought incomplete.
Group II comprises the mathematical subjects: (a) arithme- tic, (b) form and geometrical exercises, (c) algebra, (d) book- keeping.
The first three lines of work named are admirably embodied in the Werner series of arithmetics now in use in all our schools. These books are characterized by the elimination of obsolete and superfluous topics, by the practical nature of the exercises presented, by large provision for so-called "mental arithmetic," and by the "spiral advancement plan," which is the natural plan of child growth. Under the guidance of a good teacher, a child will "think his way through" these books, and come out with a good degree of power to apply numbers to the needs of life.
The fourth of the mathematical subjects, bookkeeping, is not yet satisfactorily provided for.
Group III is the science group, including: (a) nature study, (b) geography, (c) physiology and hygiene, (d) information reading connected with the foregoing subjects.
Our work in nature study varies with the interest and ability of the teacher. Some of the most valuable results have been secured through the raising of plants by nearly all the children, and in a few schools by the cultivation of small gardens at school and at home. We hope to extend this line of work.
In geography the new Frye series of books is in use. These
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excellent books largely furnish the material of instruction, and determine the order of its presentation.
The statutory requirements in physiology and hygiene are met by a series of lessons during the winter term, an outline of which is furnished by the superintendent. An "Oral Lesson Book" is used as a guide by teachers in the primary grades, and in most of the schools a text-book for pupils is used in the higher grades.
Information reading in connection with the science subjects is limited in amount by the books at hand and the time avail- able.
Group IV includes: (a) history and biography, (b) civil government.
The former subject is given in oral stories in the primary grades, followed, in the intermediate grades, by historical readings, and in the grammar grades by serious study of a standard text-book. A brief course in civil government is included in the work of the ninth grade.
Group V comprises: (a) drawing and art, (b) manual train- ing, (c) singing.
For good results in these lines, close supervision by one or more specialists is usually regarded as essential. Though most of our schools have nothing of the sort, some teachers are doing creditable work. Drawing is given at least two half- hour lessons a week in all the schools. Manual training is represented only by a small amount of paper cutting and folding, a little basketry, or other simple handwork. In singing, Paxton and Oakham have recently begun systematic work, the latter with a special supervisor. Few of the other schools now do anything in this important subject. It is hoped that other committees may approve the plan now in operation in Oakham.
Eighteen separate subjects are mentioned in this outline, all of which are pursued in the best schools of the Commonwealth. Ten of these are required by statute, and all the others are firmly established by intelligent public opinion. Those to whom the list appears formidable should remember that some of the subjects appear only in a part of the course, that others require but a small proportion of time, and that the subjects of a group are so closely related as to form really but one broad subject.
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