USA > Massachusetts > Worcester County > Rutland > Town annual report of Rutland 1900-13 > Part 6
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Many towns in the state report a per cent. of attendance of 95 or above, and the average for the whole state is 92. I ask all parents to co-operate with the teachers in the effort to greatly raise our standing during the coming year.
FINANCIAL COMPARISONS.
The sixty-fourth report of the Board of Education, recently issued, contains the usual graduated tables, showing certain facts regarding the 353 towns of the state, and the rank of each town with respect to these facts. One of the tables shows the per cent. of its valuation which each town appropriates to its schools, and another the amount of money appropriated for each child included in the average membership. In the first table, West Boylston stands first with $11.09 to the thousand of val- uation, and Gosnold at the foot of the list with $.76. In the second table, Weston is at the head, spending for each child $52.365, and Gay Head at the bottom, spending $3.207. The average ratio of valuation spent for schools in the state is $3.62 per thousand, and the average sum spent per child is $26.08. The facts regarding the towns of this district are shown below:
HOLDEN.
OAKHAM.
PAXTON.
RUTLAND,
Taxation for schools per thousand of valuation, Rank in state,
$7.34
$3.67
$4.49
$5.41
13
277
210
110
Appropriated per child of average membership,
$19.179
$12.276
$25.75
$16.016
Rank in state,
200
322
60
261
8
The inequalities of taxation and expenditure apparent in this table are further illustrated by the fact that Weston, which spends $52.365 per child, taxes itself but $2.91 per thousand for schools.
"Wealth taxing itself lightly for the best the market affords, and poverty taxing itself heavily for such humble things as it can get," is the way Secretary Hill characterizes the present situation.
I give space to this matter here in hope of aiding a little the movement for a rectification of the disproportionate school bur- dens of the towns. At the same time it should be noted that the rank of our towns in both the particulars specified in the table, shows that our own school burdens are by no means ex- cessive as compared with those of other towns.
THE SCHOOL AS A BUSINESS ENTERPRISE.
In maintaining the free public schools and compelling the attendance of every child between the ages of seven and four- teen, the towns and the Commonwealth have in view certain definite results. The investment is expected to yield returns. Besides the money value of the school "plant," and the amounts devoted to running expenses, there is the far more valuable in- vestment of the time and energy of the children during the precious growing period. The training and the teaching, the study and the recitation, together with the personal influence of the teacher, are the chief means by which the investment of money and of child-time and child-energy is made to pay divi- dends in the shape of knowledge and power in the minds of the pupils. Returns of this kind cannot be expressed in figures pre- ceded by the dollar sign, but they are none the less real, and can be determined by those who know how to do it. As in other enterprises, profits are increased through the use of better ap- pliances, the prevention of waste of material, and the develop- ment of greater interest and skill on the part of the workers. Supervision has a place in the scheme similar to that which it has in other fields. Note another quotation from Secretary Hill :
By as much as human minds and souls transcend in value the pro- ducts of human hands, by so much does the need of the schools for competent supervision transcend the need of the factory. No sane
9
corporation would let its workshop drift, and no sane community should let its schools drift, without a directing and unifying head.
I have tried, through the teachers' meeting and other means, to impress upon teachers this business view of our school work. We should expect and secure adequate and increasing returns from the expenditures. Teachers must not, through lack of preparation or vigorous teaching, take two class periods in which to do the work of one. Pupils must not be allowed, through lack of stimulus or definite direction, to waste time and effort. Teachers must have clear aims, and pursue them thought- fully and with energy. The school-room should have an air of business, and the close of every school day should show a favor- able balance of profit. With good teachers, co-operation on the part of parents, and careful and inspiring supervision, the school enterprise can be made to pay large and increasing dividends.
THE COMMON SCHOOL CURRICULUM.
Mr. George H. Martin, the veteran Boston supervisor, in an article in the current number of the Educational Review, so ad- mirably summarizes the results expected from the teaching of the subjects required by law that I take the liberty of transfer- ring his words to these pages :
The aim of the Commonwealth now is that every child on arriving at the leaving age, shall be able to read at sight good English as found in standard and current literature, and to express his thoughts in writ- ing, legibly, grammatically, and with correct spelling ; that he shall be able, with promptness and accuracy, to perform the ordinary opera- tions with numbers, and to apply these in the every-day transactions of business life ; that he shall know something of the earth on which he live-, its productions, its people and their relation to each other ; especially of his own country, its position and extent, its natural ad- vantages and resources, its industries, its productions and their dis- tribution, its political and business centers ; that besides the geog- raphy of his country he shall know its history, the story of its devel- opment from the feeble germ in the early colonies to its present great- ness, including in this a knowledge of the government under which he lives, and of the steps by which, and the cost at which, his civil free- dom has been obtained ; that he shall have a general knowledge of the structure of his own body, the various systems and their functions and how to care for them, and shall be especially impressed with a sense of the dangers to health in the use of alcoholic drinks, stim-
10
ulants and narcotics ; that he shall have learned some principles of drawing which will be useful in the mechanic arts, and shall have ac- quired some skill in applying them.
If knowing "something of the earth on which he lives" be made to include a knowledge of what exists and is going on in that part of the earth on which the child's feet tread and which his eyes daily behold, the above statement includes all the sub- jects which our elementary schools seriously attempt to teach. There are limitations which prevent complete success, even in this moderate field, but the statement broadly outlines the aims of your teachers and superintendent as well as the Common- wealth.
THE "THREE R'S."
There are certain lines of work now common in cities and large towns which conservative people have denominated "fads and frills," and which it is claimed have received attention at the expense of the "essentials"-reading, writing and arith- metic. I find that these latter subjects, rightly called essential, are taught none too well in our schools. However it may be elsewhere, the deficiency here cannot be charged to a diversion of effort toward the "fads and frills."
In my supervisory work thus far, I have devoted special at- tention to the "three R's." Reading will form a leading topic for discussion at the teachers' meetings to be held early next term, to which, by the way, all interested are invited. Prepar- atory to the meeting, I have placed in the hands of the teachers a series of questions as a guide in study. I insert here the questions on reading, as an illustration of the way in which teachers should study every subject they teach :
Reading. How do you define reading? Distinguish two kinds. What is the essential thing in each ? What is the main act of the child's mind in learning to read ? Which of the various "methods" do you prefer, and why ? What is the place of phonic drill in teaching to read ?
Describe good oral reading. Is the art of good oral reading declin- ing ? If so, what is the cause and the remedy ? What special devices or methods can you recommend from your experience as helping to secure good reading ?
11
Why do we teach reading ? Can the schools do anything toward forming taste in reading ? What suggestion can you give toward this end ? What do you think of this statement: "Only those children who like to read ever become good readers." ? If true, what is its bearing on our work ?
Two styles of vertical writing are used in the district, more than two-thirds of the pupils being taught the round-hand style published by Ginn & Co. Success varies with the skill and persistence of the teacher, but it is demonstrated that a legi- ble handwriting may be more easily acquired in the new style than when the older Spencerian forms were used.
In regard to methods of teaching arithmetic, the Committee of Ten declared that a radical change was necessary, and the Committee of Fifteen agreed, the latter claiming that five years are sufficient for the study. "The Psychology of Number" was published, and has largely influenced the theory and practice of teachers. Many text books on new lines have recently ap- peared, all claiming to solve the difficulties which undoubtedly face all thoughtful teachers in their efforts to secure adequate re- turns for the large amount of time devoted to the subject.
As a result of my own experience in teaching, and of my study of the subject for many years, I have reached certain con- clusions which I consider fundamental to the best results. These conclusions I have tried to incorporate into the thinking and the school-room practice of the teachers. When such in- corporation has become more nearly complete, I feel certain that arithmetic will be a more valuable subject, both as a means for the development of mental power, and as a prepara- tion for the demands of practical business.
TEACHERS.
Good buildings, good text-books and appliances, good super- vision, are all needed for the highest success of the schools. But with these things a school may fail, and without them it may succeed. The essential factor in a good school is a good teacher. To secure and retain the services of such teachers is, therefore, the most important duty of school officials.
The teachers now in service in this district vary widely in natural capacity, in preparation for their work, and in length of
12
experience. I believe they have a common characteristic in the desire for growth and improvement through study and thought- ful effort. When a teacher by these means increases her value to the town employing her, she may rightfully expect to have such increase of value recognized by increased compensation. In the absence of such recognition, the town may usually expect to lose the services of its growing and ambitious teachers.
As regards preparation of the teachers of the district for their work, three have failed to complete any secondary course of study, eighteen are graduates of high schools, of which number four have also had work in a city training class ; eight are graduates of Massachusetts normal schools, and four of colleges. In filling future vacancies, I strongly recommend that college graduates be preferred for the high schools, and normal gradu- ates for the other positions.
In Massachusetts graduation from a normal school means that the graduate has added to a four years' course in an approved high school at least two years of professional training, including actual practive in teaching. Such professional training by no means guarantees success, but it does create a strong presump- tion that those who have had it will make better teachers than those of equal ability who have not had it.
Since I began my work here, eight normal graduates have been secured for vacancies in the district. I have found the normal school principals with whom I have consulted very frank in regard to the merits and weaknesses of candidates about whom inquiry was made, and I have consequently learned to rely on their judgment. It is worthy of note that the proportion of normal graduates employed in the state has risen from 27.3 per cent. of all the teachers in 1890, to 36.1 per cent. last year. The proportion on our force is 24.2 per cent.
CLASSIFICATION AND PROMOTION.
In all the towns I found the pupils classified by yearly grades. According to the lists handed me by the teachers, the distribu- tion among the grades is approximately as shown below :
13
ELEMENTARY GRADES.
HIGH SCHOOL.
I
II
III
IV
V
VI
VII
VIII
IX
I
II
III
IV
95
85
83
54
43
34
31
27
19
17
9
497
13
5
5
13
19
-
15
3
73
4
12
6
9
6
9
6
6
6
64
26
30
19
38
20
16
20
15
-
4
8 |12
-
208
When it is clear that any individual pupil is capable of doing advanced work, it is intended to promote him at any time. On the other hand, if it should be seen that a pupil can get more good in a lower grade, he will be transferred to that grade.
The annual promotions in June will be made on the basis of the teacher's judgment of the character of the regular work of her pupils during the year, considered together with the stand- ings attained on the superintendent's examination.
Frequent reports of the character of the work of all pupils above the fifth grade are sent to parents. It is expected that all pupils from the seventh grade through the high school shall do more or less home study, as the mastery of their lessons may require. Parents are requested to give the school the "right of way" in this matter as well as in that of attendance, by pro- viding time and opportunity for the necessary home study.
THE TOWNS IN PARTICULAR.
Holden. The town is peculiarly fortunate in the provision made in the Damon Memorial for housing its high school, and in being able to retain for so many years the services of its present able principal. Mr. Learned hands me the follow- ing :
HIGH SCHOOL REPORT.
Mr. Herbert J. Jones,
Superintendent of Schools.
By your request, we submit the following statement in regard to the present condition of the high school, and a few suggestions concern- ing its requirements in the immediate future.
There are three classes in this school. The diversity in the ability to acquire and the ambition to obtain an education, noticeable in every school, is very marked in this school. This evident condition
TOTAL.
Holden. Oakham. Paxton. Rutland.
-
-
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under the present circumstances, is the most serious problem con- fronting us.
As to the character of the work pursued, we aim to secure thorough- ness in details, recognizing the value of constant effort in this di- rection in securing the mastery of essentials. We maintain that a few branches well taught and thoroughly studied, so far as an advance is made in them, give better results in obtaining power to meet the de- mands of life than many hastily gone over without attention to such details.
The people of Holden are anxious to realize all the benefits which an electric road to Worcester will afford. Let them look to the con- dition of their schools as of prime importance in securing these benefits, and to the condition of no other school with more solicitude than to the high school.
By raising the standard of admission, thus providing not only those pupils who cannot enter the high school with a better preparation than heretofore for active life, but also rendering it possible for those who do enter, to begin with regular high school work, and to pur- sue it with proficiency, because of better equipment and maturer minds ; by furnishing with apparatus certain departments which are now meagrely equipped for even superficial results ; by providing a third teacher, by whose aid two courses of study could be carried along, thus allowing a little latitude for choice in respect to studies, and thus retaining the pupils who, under the present arrangements, feel it necessary to prepare for college in other schools, and by whose withdrawal the standard and enthusiasm of the school are lowered and sensibly depreciated ;- by these means Holden can offer educa- tional inducements to those seeking country homes. But, if these in- ducements are not offered, prospective citizens will consider that the expenditure of strength, time, carfare and tuition to secure the superior training of city schools, outweighs the other advantages of the country.
Respectfully submitted,
ALONZO KNAPP LEARNED, Principal.
LILY ELNORA GUNDERSON, Assistant.
The course of study in the high school, as Mr. Learned sug- gests, is limited in its scope, owing to the fact that but two teachers are employed. The most desirable extension of the course is in the line of history and science. The practicability of more work in these lines, even under present conditions, is worthy of consideration. Apparatus for the course in physics, the only science course now offered, is particularly needed.
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Mr. Learned has very generously provided out of his own funds from time to time apparatus to the value of more than a hun- dred dollars, which he offers to present to the town. I recom- mend that $50 be appropriated for additions to this collection, to serve immediate needs.
The standard of admission to the high school has evidently been a varying one, as perhaps was proper. An attempt has been made in some previous years to maintain a ninth grade in the grammar schools, the work of which should be a review of certain elementary subjects, together with making a beginning in some advanced studies. Owing to the fact that the teachers of such a grade must teach several other grades at the same time, the attempt, I judge, has not been wholly successful. There seems to be no place in the town where all ninth-grade pupils can be gathered for instruction, unless
it be at the high school rooms. With the class gathered there and a third teacher employed, it would be pos- sible to maintain and properly instruct a ninth grade, prepara- tory to the regular high school course.
It is proper to state that there is no ninth-grade work now being done, and that there is no third-year class in the high school. The committee have under consideration the question as to what shall be done next year with those pupils who com- plete satisfactorily the work of the eighth grade. Full con- ferences have been held with the high school teachers and with the superintendent, and the committee will doubtless decide the question in accordance with the best interests of all con- cerned.
The changes in the teaching force of the town during the year will be seen in the statistical table, and were fortunately few. Miss Gibbs, of the Grammar school at Quinapoxet, was absent during the winter term on account of severe illness, but is expected to return for the spring term.
No changes in the text-books have been made since my term began, though the use of the Walsh Arithmetic, Part I, has been extended to the third grade. With the approval of the com- mittee, I have withdrawn from use a large number of old books which are completely worn out. I estimate that at least $150
16
will be required for replacing these books, and for completing other sets now insufficient. In the purchase and distribution of books and school supplies, it is my purpose to observe strict economy, and to secure a dollar's worth of value for every dollar expended.
The buildings at Springdale, North Woods, Dawson, and the South District need new paint and paper, in fact, a thorough interior renovation. New blackboards and a new floor are pressing needs at Dawson.
The new desks and seats purchased by the town in recent years have been of the adjustable pattern, which contribute greatly to the health and comfort of those who occupy them. The desks in the higher room at Jefferson, and in the Center primary room, are in so many cases a very uncomfortable mis- fit that a change to the adjustable style is extremely desirable. In the higher room at Chaffin's, the furniture is old and loose, and should be replaced with new. I trust the voters may pro- vide the committee with funds sufficient for these improve- ments.
Half of my time has been devoted to the schools of Holden. I have found the teachers efficient and progressive, and the schools showing plainly the good work of my predecessors in the office of superintendent. We hope to retain the good al- ready gained, and to add still further to the value of the schools of the town.
Oakham. Two days in two weeks is this town's share of the superintendent's services. Fifty-six visits have been made to the schools, and three teachers' meetings held, two of them on Saturdays. The teachers are heartily commended for the earnestness and intelligence with which they have co-operated in all efforts for progress.
Miss Minnie M. Mellen was transferred in September from Coldbrook to the Center primary. The school at Coldbrook was closed early in the winter, as the teacher wished to re-enter the Worcester Normal School to complete her course. The spring term will open March 11, three weeks earlier than the other schools, with Miss Alice Flitcroft, a graduate of the
17
Framingham Normal School, in charge. Miss Millicent Parker, of the South school, was granted leave of absence for the win- ter term on account of illness, and Miss Alice Dwelley supplied her place. Miss Parker has decided not to return, and Miss Dwelley will continue for the spring term. Miss Sawyer, at the West school, accepted a better position at the close of the fall term, and Miss Julia M. Barnard, a Framingham graduate, was secured. The Center grammar school remains in charge of Miss Florence E. Bothwell.
The town's present school year is 32 weeks, the lowest legal limit. Let me present a suggestion in the words of Sec- retary Hill :
If towns plan for precisely thirty-two weeks' schooling, they ex- pose themselves to a pretty strong likelihood of running short of that length. Would it not be wiser for them to add a margin of a week or two for contingencies ? A generous margin thus added would still leave them several weeks behind the state average. (Nine months, nine days.)
As will be seen from the tables, the chief need of the schools is more children to attend them. The regular attendance of most of those who belong brings the per cent. of the year up to 92.8 per cent., the best in the district.
Very favorable rates of exchange were secured for a surplus lot of new readers owned by the town. A set of excellent sup- plementary reading-books was thus obtained at slight cost. The primary geography used for some years has been ex- changed for Frye's Elements of Geography, to the great im- provement of work in that subject.
The lack of a complete, well graded series of text-books in arithmetic has formerly hindered the best results in that im- portant subject. The Werner series has now been adopted, and the first book has been in use for a few weeks in the fourth and fifth grades. It will be followed by the other books of the series as the classes reach them. Some characteristics of this series are its careful gradation, so that each page prepares for the next, the large number of practical, every-day business problems, and the insistence throughout that the pupil shall "think his own way" through the course. The author holds that
18
all arithmetic should be "mental," whether it is at the same time "written" or not. The teachers using the book are agreed as to its superior merits.
The town's valuation makes it eligible to receive aid from the state for the increase of salaries of teachers of "exceptional ability," in accordance with the provisions of chapter 408, Acts of 1896, as amended in 1897. It is proposed to take advantage of these provisions with a view to retaining teachers of proved efficiency, who without the increased salary might leave us. One application for an increase has already been made.
I was pleased to find still surviving in this town the good old New England custom of "Examination Day." I trust that the committee and the people may continue the plan of visiting and inspecting the schools on that day, and add to such visits many more at other times.
The superintendent invites the closest scrutiny of his work, hoping that it may be found to justify the vote of the town, last year, to adopt the system which legislative authority has since made universal and permanent.
Paxton. One day in ten has been spent with the pupils and teachers of this town. At about half of my visits I have met the teachers after school for consultation regarding our work and the discussion of plans for improvement. Our united efforts have brought about considerable progress, which we hope to increase in the coming months. I have elsewhere spoken of the teachers now in the schools, and have com- mended their efficient services.
Like Oakham, this town is eligible to receive reimburse- ment from the state for advances in the salaries of teachers. One application for an increase has already been approved by the Board of Education, after a personal visit, by one of its agents, Mr. J. W. McDonald.
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