USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1893 > Part 12
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MANUAL TRAINING.
It is the earnest wish of many of the citizens of Weymouth to make the schooling of their children more practical, by the intro- duction of manual training. The committee agree with these per- sons, and hope that ere long funds will be obtainable for the. pur- pose. For a more complete statement of the educational value of the kindergarten and manual training, we refer the citizens to these subjects as presented in the Superintendent's report.
SHORTHAND AND TYPEWRITING.
It would seem that a large town like Weymouth ought to be able to fit its young men and women to gain their living in ordinary · business vocations. Typewriting and shorthand are almost every- day necessities in modern business, especially if one desires to be a clerk or bookkeeper.
The committee feel that at an early period a course of instruc- tion in these practical studies should be introduced into our high schools.
ONE HIGH SCHOOL.
For years Weymouth has labored under the disadvantages of supporting two high schools. The committee have long realized the detriment that this has been, both to the schools and to the. various interests of the town. It would seem that, if this subject were to be considered solely with the best good of the town and its school children in view, and entirely aside from any sec- tional feeling or prejudice, some plan might be arranged that would be acceptable to the several parts of the town, for the consol- idation of the North and South High schools. Great advance in economy and efficiency would be obtained by such a step. The teachers would have more time to give to special studies. The col- lege preparatory studies could be more effectively taught, and the recommendations made elsewhere in regard to more practical stud- ies, such as typewriting and shorthand, could be carried out with much less difficulty and expense than with two schools. In every way such a step would seem to be proper.
The school should be located where it would best accommodate the greatest number, and the scholars living at a distance should have transportation furnished.
It is the belief of your committee that such a consolidation of our high schools would be a wise action for the town to take, and that it would bring the young men and women of the different sections of the town into such relations that all feelings of sectional rivalry would pass away and the graduate of our high school would take a higher and nobler pride in his town.
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FINANCIAL.
The sum appropriated at the annual town meeting was as follows : -
From April 1, 1893, to April 1, 1894
$39,200 00
Salary of Superintendent of Schools
· 1,800 00
To which was added the alewife fund
252 00
One half of the dog license tax
624 45
Tuition of non-resident pupils .
39 50
Total
$41,915 95
Balance in the town treasury, Jan. 1, 1893, for the support of schools from Jan. 1, 1893, to April 1, 1893
$9,260 88
Total
·
$51,176 83
Expenditures from Jan. 1, 1893, to Jan. 1, 1894 : Salaries of teachers and superintendent
$30,237 63
Repairs .
2,423 53
Fuel, janitors and cleaning
4,483 58
Text books and supplies .
2,881 07
Miscellaneous
1,834 17
Incidentals
452 36
Total
$42,312. 34
Leaving a balance for the support of schools from Jan. 1, 1894, to April 1, 1894, of $8,864 49
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The estimates for the ensuing year are as follows : -
Salaries of teachers and superintendent
$30,500 00 1
Janitors, fuel and cleaning
4,500 00
Text books and supplies .
3,100 00
Miscellaneous expenses .
35.0 00
Truant officers
150 00
Transportation
1,300 00
Water rates
300 00
Repairs .
1,500 00
Total
$41,700 00
This may be reduced by : -
One half of the dog license tax
$624 00
Alewife fund .
252 00
Tuition of non-resident pupils .
50 00
$926 00
Leaving a balance to be raised by taxation of .
$40,774 00
Respectfully submitted,
WILLIAM A. DRAKE, JOSEPH A. CUSHING, JAMES H. FLINT, AMOS W. BLANCHARD, BRADFORD HAWES, HENRY A. THOMAS,
School Committee.
IRVING M. NORCROSS, Secretary.
SUPERINTENDENT'S REPORT.
To the School Committee of Weymouth :
GENTLEMEN, - I have the honor to present to you the follow- ing statistics and statements as my fourth annual report of this department.
Our annual reports, which contain certain facts concerning our schools and point out in a small way the line of work they are doing, appear, undoubtedly, to the general reader, to vary but little from year to year. As a rule, each new report shows that no radical changes in the general management of the schools have occurred since the preceding one was issued ; but an examination of several of these reports extending over a series of years discloses the fact that forces have been working constantly within the schools, either to injure or improve their condition. These changes were introduced so gradually that they invited very little comment or attention at the time they were made, but the result of the forces is a decided change from former condition. If, for instance, the annual report of thirty years ago were compared with the pres- ent report, and the condition of the schools for the two periods considered, it would be found that very great changes had taken place in every department of school management. The school buildings are in vastly better condition ; school books and improved appliances are now supplied FREE to the children ; new branches of study that aim to train the hand to assist in the development of the brain have been introduced ; methods of instruction are em- ployed that are more rational and more nearly in harmony with the principles of mental growth and development ; and last and greatest, the teachers are required to be better prepared for their calling, both by broader education and by special training.
These changes have been brought about by the rapidly varying conditions of society, and in response to the demands of the people.
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The schools have recognized the demands, and the result has been an increase in the cost of educating the children. . Some people find fault at this increased expenditure, and assert that the results are not commensurate with the increased cost. Whether this criticism is true or not is a most difficult thing to prove .. It is not an easy matter to measure anything so subtle as mind, or to gauge correctly the mental and moral growth of children. Schools are public institutions, and every citizen has a right to visit them and examine classes, providing such examinations do not interfere with the progress of the pupils. In all schools in this town, visitors are always welcome, and every opportunity will be given them to test the pupils in the studies they are pursuing. And if any person will furnish sets of examination questions in any of the branches taught, such questions will be given to the grades desig- nated, and the results of the examination reported.
No one acquainted with school work or with human nature would expect all pupils to pass a satisfactory examination ; but a large proportion will do well. In all' grades the good scholar will be found with the dull scholar, just as in any business, the unsuccessful man is near the successful one. In judging of the efficiency of schools, if the same standard of measurement were applied to them that is applied to other enterprises, the schools would not suffer by the comparison.
There has never been a time in their history that the schools have been watched so carefully by their critics, nor has there been a time when they were better able to stand criticism. Their friends do not deny that they contain weak points, but they do claim that they are doing a useful an I commendable work, and that they are giving a noble return to the state and country for the money expended upon them, although that amount is in excess of what was spent years ago. Because of new lines of development (some of which will be spoken of in this report) to meet the pres- ent conditions of society, they will cost more in the future than at present. These demands must be met by the people, and will be met undoubtedly with the same liberal spirit in the future, as in the past.
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Special reports from the principals of the high schools and the Instructor in Music, together with other matters of interest con- cerning the schools will be found in the appendices.
SUMMARY OF STATISTICS.
Valuation of the town, 1893
$6,074,185 00
Value of school property
141,650 00
Value of books, apparatus, etc. (estimated)
4,650 00
Total current school expenditures (including ordinary repairs)
42,312 34
Per cent of school expenditures to valuation
.006+
POPULATION.
Population of town, United States Census, 1890
10,882
Population of town, 1894 (estimated)
10,875
Number of children in town between five and fifteen (school census, Mav, 1893)
1,783
Number of children in town (school census, May, 1892)
.
1,764 -
Gain
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Distributed by wards as follows: -
Ward I., 239; Ward II., 639; Ward III., 393; Ward IV., 219; Ward V., 293.
PUPILS.
The following table is based upon the school registers for the year ending June 29, 1893: -
Number of pupils enrolled in all schools (excluding duplicate enrol-
2,307
Average membership, day schools .
1,876
Average daily attendance
1,738
Average per cent of attendance
92.63
Number belonging January 1, 1893
1,907
Number belonging June 30, 1893
54
Number pupils between six and sixteen
1,710
Number pupils between eight and fourteen
1,177
Number under eight
652
Number under five
22
Number of pupils not absent for the year
116
Number of truants (reported) .
102
Number of visits by members of school committee
233
Number of visits by superintendent (reported)
598
Number of visits by music teacher
783
Number of visits by citizens and friends
6,788
SCHOOLS.
Number of high schools .
2
Number of grammar schools
21
Number of primary schools
14
Number of mixed schools
10
Number of school rooms in use
53
ments)
1,864
Number pupils over sixteen
135
Number pupils over fifteen
.
14
TEACHERS.
Teachers in high school, males 2, females 4 6
Teachers in grammar grades, males 5, females 17 22
Teachers in mixed grammar and primary grades, female
10
Teachers in primary, female .
14
Teachers in evening schools, male
3
Special teachers
1
Superintendent
1
Total number
57
By examining the foregoing statistics it will be noticed that, on May 1, 1893, our school population was 1,783 which is 19 in excess of the number reported on May 1, 1892. The total enrol- ment, including evening schools, has increased to 2,307, which is the largest enrolment for one year ever reported. The average daily attendance for the same time has increased 36 and the aver- age per cent (92.63) has reached the highest point in the history of the schools. The number of pupils (116) not absent for the entire year is an increase of 15 over last year, of 55 over 1891, and of 70 over 1890. These figures which represent certain facts concerning the schools tell their own story. They represent in a large measure the degree of interest that the teachers and pupils take in their school work.
In spite of an unusually large amount of sickness (three schools Were closed by order of the Board of Health), few schools reported poor attendance, ten only less than ninety per cent, and these were nearly all in the lowest grades. It is now no uncommon thing for the upper grades to report month after month as high as ninety-nine per cent, and no cases of tardiness.
The following table gives the highest and lowest records for the past year. It does not represent the standing with exact fairness, for large schools are compared with small, and lower with upper grades, but it is near enough for practical purposes.
ATTENDANCE.
HIGHEST.
LOWEST.
Athens, grades VII .- IX. . 97% Bates, grades I. and II. . 83% ·
Franklin, grade VIII.
97% Adams, grades I .- VI. . 86
Athens, grades V .- VI. 97%
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TARDINESS.
BEST.
POOREST.
Athens, grades VII .- IX.
. 0 cases. Adams, grades I .- VI. 120
Pond, grades I .- V.
. 3 cases.
South High
110
Howe, grades III .- IV.
. 6 cases. North High . 99
CHANGES OF TEACHERS.
The past year has brought an unusually large number of changes in our corps of teachers, especially in the higher grades. Among those whose resignation the committee was called upon to accept were many who had served the town long and faithfully. Mr. Armington's first election as a regular teacher dates from 1870. Mr. Downs, with his worthy assistant, Miss Smith, had had charge of the South High since 1886. Misses Gardner, Jennie Holbrook, and Fannie Hawes had taught in town since 1887; and Mr. Kelley had been principal of the Athens School for six years.
Notwithstanding these numerous changes and the loss of so many faithful teachers, our schools have not suffered materially. They are now in excellent condition, and at the end of the school year will present on the whole the best record of improvement for years.
The following is a complete list of changes : -
RETIRED.
Date.
Name.
School.
Grade.
April, 1893,
Clara Whiting,
Athens,
I. and II.
June, 66
E. W. Farwell,
Franklin,
IX.
June, 66
H. Josephine Center,
North High,
Assistant.
June,
66
Jennie T. Holbrook,
Thomas,
I .- VI.
June,
66
E. K. Downs,
South High,
Principal.
June,
66
Jessie F. Smith,
South High,
Assistant.
June, 66 E. Irving Beal,
Washington,
Principal.
July, 66 Fannie E. Hawes,
Holbrook,
I .- VI.
July,
Susan A. Bullard,
Bates,
VI. and VII.
July, 66
Carrie Gardner,
Shaw,
IV .- VI.
July,
66
Frank L. Kelley, .
Athens,
Principal.
Sept.,
66 Geo. B. Rogers,
Bates,
Principal.
Sept.,
66 Robert F. Raymond,
TRANSFERRED.
Date.
Name.
From.
Sept., 1893,
Helen Rockwood,
Sept., 66 Annie F. Conroy,
Hunt, V., Jefferson (Asst.),
Music.
To. Bates, VI .- VII. Franklin (Asst.).
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APPOINTED.
Date.
Name.
School.
Grade.
Sept., 1893,
Albert E. Kingsbury,
South High,
Principal.
Sept., 66
Lydia B. Essex,
South High,
Assistant.
Sept., 66
Ella W. Bray,
North High,
Assistant.
Sept.,
A. W. Greene,
Athens,
Principal.
Sept.,
66
Edna L. Leland,
Athens,
I. and II.
Sept.,
J. Q. Litchfield,
Franklin,
Principal.
Sept.,
66
Winthrop N. Crocker,
Washington,
Principal.
Sept.,
Geo. W. Winslow,
Hunt,
Principal.
Sept.,
66
Mary A. Stanton, Angie M. Fearing,
Shaw,
I.V .- VI.
Sept.,
Chester H. Wilbar,
Bates,
Principal.
Sept.,
66 Maria E. Hawes,
Holbrook,
I .- VI.
1
Sept.,
66
Edith B. Bates,
Thomas,
I .- VI.
Oct.,
E. F. Sawyer,
Music.
Sept., 66
Hunt,
V.
EVENING SCHOOLS.
The whole number of pupils registered in the Ward 2 evening school for fall and winter of 1893, was forty-two. The largest number present any evening was thirty-two. The average per cent of attendance for the months of October and November was about sixty. In December, the number decreased to such an extent that the school was closed before Christmas.
By examining the registers of this school for the past three years, it will be seen that there are a few persons who wish to avail themselves of the advantages of an evening school, and who attend with a good degree of regularity. In addition to these, there are those who attend the school occasionally, simply because it presents an opportunity to spend an evening when they have no more interesting place in mind. This latter number compels the employment of extra teachers, and on account of irregular atten- dance receive no adequate value for the added expense. In order that the Town may receive a reasonable return for the money ex- pended upon these schools, I recommend that the following plan be adopted in the future : That every applicant for admission to the evening schools be required to make a small money deposit as a guarantee of his intention to attend regularly. The deposit should be held in charge by the evening school committee and, at the close of the term, returned to each depositor who had fulfilled
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his part of the agreement. This plan would bar no one from the school, who desired to avail himself of its advantages, but would shut out those who enter the school merely as a pastime, and give the Town a reasonable return for the money expended. This is not a new scheme, but one followed in several places with satisfactory results.
For a report of evening school of Ward 4, which was supported by the Pratt Fund, see Appendix IV.
TRUANCY.
Taken from a report of truant officers : -
Number of investigations from Jan. 1, 1893, to Jan. 1, 1894 . 201
Number of pupils out of school because of improper clothing
9
Number out by consent of parents
106
Number of truants
91
Number of second offence truants
11
Number of third offence truants
4
Number of arrests for truancy .
0
Number of prosecutions
0
Number sent to truant school
0
Our truant officers have generally been prompt in the discharge of their duties, still this report for the past year shows the usual unsatisfactory results. No special gain has been made in dealing with this matter, and we continue to have a larger number of truants than the conditions of our population warrant.
We now have no pupils in the truant school and no prosecutions have been made since our last report. This lack of the enforce- ment of the truant law, in a measure, accounts for the present. increase in the cases of truancy. I fully believe that we shall meet with no great success in handling this question until school committees and trial justices are more willing to occasionally send the incorrigible pupil to the truant school. One example is more effective than many plans devised by superintendent and truant officers. As suggested in my last report, in dealing with this class of pupils, we should discard false sentiment and look to the welfare of the individuals and the good of the schools.
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COURSE OF INSTRUCTION.
For the benefit of our townspeople who are too busy to visit our schools, yet who wish to keep informed upon the methods of in- struction pursued therein, I have thought best to give in this report a brief description of what we are trying to do.
First, as to our general plan, we endeavor to secure as good attendance as possible, by making the work sufficiently interesting to draw the pupils to the school. We are careful about the ven- tilation and temperature of the schoolrooms, and by correct physi- cal exercises, strive to promote the health of the children. We strive to place each pupil in the grade best suited to his abilities. We govern our schools with firmness, yet with cheerfulness, and thus strive to develop manly qualities in the pupils. Knowing that mental power is a higher result than knowledge we aim to teach so as to increase the power of the mind, rather than simply to give knowledge. By example and precept, in season and out of season, we strive to give to our pupils a correct idea of life and its respon- sibilities, and to teach them that " A good name is rather to be chosen than great riches."
READING.
In reading we begin with the "sentence " or " thought method " so called. The principal advantages of this method over others are that it is more interesting and natural. The little child first becomes interested in the toys furnished for the lowest grades, and is led to talk freely with the teacher. Then his simple sentences are written on the blackboard for him to read and the task of reading is begun. In a few months the child has learned to rec- ognize and name from two hundred to three hundred selected words and is ready to begin reading from a book. In this short time he has not only learned to read the little sentences but has learned in most cases the letters of the alphabet (not to repeat in order), and can spell many of the words that he has used.
In the lowest grades we divide the classes into groups of from
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ten to fifteen pupils in order to advance them more rapidly by varying the instruction to suit the necessities of those who need . special attention. Three out of four of the groups advance rapidly, but the poorest division will develop more slowly, although more attention is given to it than to any one of the other divisions. We expect, and usually get excellent reading from the best divi- sions, but it seems to be practically impossible for all pupils to become good oral readers, as is illustrated in the lowest division. From the sixth to the ninth grades inclusive, the classes are divided into two sections. This plan which is also adopted in all studies gives the pupils ample opportunity to prepare for their recitations, and gives the teacher a chance to do much more satis- factory individual work. It must be acknowledged that the results in oral reading in these grades are not so satisfactory as in the lower grades. The reason for this is largely a lack of enthu- siasm and effort on the part of both teachers and pupils. Teachers frequently do not prepare themselves thoroughly for the reading lesson and do not require the best efforts from the pupils. On the other hand, the pupils feeling that they are not required to make as thorough preparation in this study as in some others give extra time to studies that seem to them to be more important in the eyes of the teacher. Poor instruction in reading in any grade not only undoes much of the good work accomplished in previous grades, but hampers in a large degree the work of advanced grades. The aim is to have no poor teaching, but in honesty it must be con- fessed that that kind of teaching has not all passed away. While criticising unfavorably the reading in our higher grades I wish to say that it will compare very favorably with the same grades in other places.
In addition to teaching the children how to read we have well- developed plans for teaching them what to read. We endeavor to interest them in good and healthful books, believing that if they · acquire the habit of reading the best of literature it will become a source of enjoyment and profit to them through life. The in- creased number of magazines and other periodicals provided by pupils and teachers for the reference tables shows that we are meeting with considerable success in this direction.
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Assisted by the librarian and some of the teachers, I have pre- pared a list of books found in Tufts Library bearing upon history, geography, and literature, and adapted to the use of school children. The list will be found in the appendix of this report.
I intend to increase this list year by year until it is quite com- plete, and shall then ask to have it printed in full for the benefit. and use of the children of the town.
HISTORY.
This subject had for years been taught only in the two highest grammar grades, but as a large number of pupils leave school before they reach these grades, it was introduced, two years ago, into the lower grades for the benefit of such pupils. Now, we begin history by story telling in the lowest grades, and continue the study in some of its phases through all the grades to the High School. It is taught largely in connection with reading and lan- guage in the lower grades, and instead of adding extra work makes the instruction in other topics more interesting and valuable. A large number of the pupils get some idea of the events studied and have a little understanding of the relation of those events.
If Eggleston's First Book, or some other good elementary his- tory, were furnished the pupils of Grade VI., and Higginson's or some other easy history were furnished the pupils of Grade VII., our course of instruction in history would be well supplemented by text books.
GEOGRAPHY.
By examining our course of study, printed in full in the 1891 report, it will be seen that all merely mechanical memorizing, or the useless learning of the names of hundreds of islands, capes, bays, and cities, which are of no value whatever, have been elimi- nated from our schools. We have also discarded the more recent practice of learning from note books the mere disconnected facts about countries and places. Our aim now is not so much to have
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a glib and showy recitation in geography as to encourage thought ful and interesting study of the world and its peoples.
In the lowest grades the pupils are taught the relative positions of objects, the cardinal points of the compass, and how to repre- sent with the crayon and pencil the schoolroom and the playground. In the third and fourth grades they are taught to observe hills, val- leys, and the drainage about the schoolhouse. They see how the water collects into little streams, and by flowing together makes larger streams, and how the loose soil is washed by the streams from higher to lower levels. They find little islands, capes, penin- sulas, mountains, in short, the corresponding parts of every important feature of the make-up of the globe. After this obser- vation has been thoroughly done, by means of sand and the mould- ing board, the pupils model the relief of the continents, and thus become familiar with the mountain systems, valleys, and drainage of each. In this way we aim to lead the pupils to see that plant and animal life are mainly determined by latitude and relief of a country. Progressive map-drawing is pursued not as a fine art but as a means of assisting the pupils in forming correct ideas of the component parts of the globe and its life.
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