USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1875-1881 > Part 17
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Capacity and labor will command adequate compensation, and this is as true in the profession of teaching as in any other calling, and our town has many times bitterly lamented the loss of some of her best teachers, who have been tempted from her by the larger pecuniary reward offered them else- where. A good teacher is above all price, and the commit- tee should be invested with plenary powers to retain such in our service, and be warmly supported by public sentiment and the tax-paying population of the town. People who have taken their position in the world are of comparatively little consequence, while the children on whom the world depends are of infinite importance, and the wealth and the energy of the present should be poured out with an unstint- ing hand for the education and elevation of the future.
CONDUCT.
Generally, the conduct of the scholars has been such as we
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can commend. In some individual instances, however, an insubordinate spirit has been exhibited ; and during a portion of the year one or two of the schools has been infected with disorderly elements, so that a frequent resort to corporal punishment has been necessary.
It is to be deplored that all scholars will not readily yield to the discipline of the schools, and that they are not so educated, by home influence, that they will conduct them- selves in and about the school-room in a becoming and orderly manner. But such are the facts, and the teachers and your Committee have to deal with scholars as they find them, and a teacher having from forty to sixty scholars, of various dispositions and temperaments, under her charge, cannot take the time to humor the whim or the peculiarity of each one, as a parent does, even if it were desirable ; . and in order for her to do the work required of her, and for her school to make the progress expected, the first law of Heaven must be preserved. If, in any individual instance, or in any school, this cannot be obtained by an appeal to the better elements of the scholar's character, it must be done by other means, and in such a manner that the scholar will not seek a repetition.
We do not mean to be understood as advocates of corporal punishment only, when other reasonable and proper efforts have failed to secure the desired end, and never to an . unwarranted or cruel extent, but we do mean to be under- stood that we are unhesitatingly in favor of good order in all our schools, and that it is the duty of every teacher to main- tain it, the duty of every scholar to render ready and willing acquiescence to the requirements of school discipline, the duty of every citizen of the town, parent or not, to aid the teacher in.every right method to accomplish that end.
Prince George, of Denmark, said, in his speech accepting the crown of Greece : "The love of my people is my strength.". We shall hail the day as most happy and propi- tious, when every teacher in town can truthfully say, the love of my scholars is my strength; but we cannot omit the observation that love for a teacher is engendered in the heart
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of the average scholar as frequently by a primary demand for respect and obedience as by the more sentimental meth- ods sometimes invoked.
ATTENDANCE.
The attendance in school the past year has not been quite as good as in some former years. This has arisen from no unusual lack of interest, but from the exigences of the times. Many parents, in limited circumstances, have been compelled to place their children at work to earn their own livelihood, and perhaps aid in the support of others who have been deprived of their usual means by lack of employ- inent. Some have found permanent engagements elsewhere, others are attending some of the schools in Boston, where a technical education can be obtained in a shorter period than in our own schools, while a few are attending institutions abroad where a wider range of study is pursued.
From careful inquiries, and from observation, the fact is developed that in some sections of the town there is a grow- ing habit among the parents to allow their children to be dismissed or to remain away from school for a session or a whole day for very trivial causes. This is to be deprecated in strong terms, as not only an injury to the scholar who remains away, but a wrong against the teacher and the other scholars, for the absentee is not fitted for his place in his class, and cannot be except by the extra labor of the teacher , at the expense of those who are constant in their attendance. No one has the moral right to impose extra labor upon already overworked servants, nor to deprive others of their opportunity for instruction. It is to be hoped that this fault, so slight in an individual instance, but so important in the aggregate, will be speedily and completely corrected.
SCHOLARSHIP.
The results obtained in scholarship in most of the schools have been comparatively satisfactory, while in a few the work of painstaking teachers has failed to show equal attain- ments. This was made manifest more particularly at the
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A
annual examination for promotions, at the close of the summer term, when the same examination was given to all scholars of like grade. Different causes, in different instances, have contributed to produce the same result. Some teachers have not the same skill to interest, instruct and draw out pupils as others ; some scholars have not the same native capacity to be interested and instructed as others ; while many have not derived from their home asso- ciations that emulatory incentive so essential to high scholar- ship in school-life, and a few from sheer laziness and indiffer- ence have failed to attain even mediocrity. It is to be borne in mind that our schools are for the education of the masses, and courses of study are to be arranged, and methods of teaching to be adopted, adapted to the necessities and capac- ities of those to be taught. A few scholars in town are, by nature, capable of accomplishing in the time allotted to them for school, more than is required of them; but a far larger number require the utmost tact of the teacher, that they may complete with reasonable thoroughness the work prescribed ; so that in estimating the educational value of our schools, the brilliancy of the few must be partially disregarded, and your Committee at all times have strenuously endeavored to consider the schools as a system, and in making changes of any character sought to promote the general good.
From the bright and active scholar the teacher has little difficulty in securing satisfactory lessons, but how to bring dull and indifferent pupils to a fair standard of scholarship, is frequently the most perplexing problem a teacher has to solve. Ingenious and almost numberless are the methods devised and put in operation, but in many instances with only partial success. Detention after school, to make up for failures, has been held by many to be the cure all. It has been largely practiced by our teachers, and with measurable success ; but it is not without its disadvantages, and has met with the disapproval of some parents. It requires scholars to accomplish, when comparatively weary, what they have failed to do while fresh and inspired by the work and exam- ple of those around them. It occupies the time of the teach-
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er, which should be devoted to general culture and study for the benefit of the whole, and not infrequently imposes a burden almost "too grievous to be borne." On the other hand, a course of study for the average scholar is prescribed, which every parent expects his child to complete, and the discipline and education of the child demands that it should be completed. One teacher, after months of discouraging labor with a dull class, besecchingly inquired : "Can you give me a recipe for brains ?"
At a recent teachers' meeting this subject was earnestly discussed. One teacher felicitously quoted the words of Mr. Harris : "Prepare the lesson so that the pupil can carry it by storm, and never allow him to make a dissipated, scat- tered attack upon it." These are golden words, and should be emblazoned upon the armorial colors of every teacher. It must not be forgotten, however, that the science of teaching is still in its infancy, and that a large percentage of teachers have not themselves received the discipline and drill which will enable them to prepare a lesson according to Mr. Harris' ideal. Capacity of this kind very soon finds its remuneration in some more opulent field.
PROMOTIONS.
Promotions have been based upon the same principle which has been in vogue for some years, that is, upon the written examinations of the scholars. Great diligence has been exercised that these examinations should be conducted with the utmost fairness, your Committee being determined that no one scholar should have a more faverable opportunity than all the others to secure a promotion, and as frequent inqui- ries have been made of us, it may be worth the space to explain how promotions have been made the present year.
Some weeks prior to the annual examination, each teacher was required to prepare a series of ten questions in each study in which pupils were to be examined for entrance to that school. These questions were placed in the hands of the Committee, and by them referred to a sub-committee, to ascertain if they were fair and proper, and to change if found
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necessary. After being fully completed, the chairman of the Committee designated certain schools in which each member of the Committee should be present, and in whose presence the examination should be conducted. On the morning of the examination day each member of the Committee repaired to the school designated to him and delivered the examina- tion to the teacher of that school. Prior to this time, each scholar had received a number to place upon his examination papers, and by which he should be known. The teacher, in the presence of the Committee, wrote the questions upon the black-board, and each scholar answered each question in writing, without consultation with any one, or examination of books. When the work was completed, the papers were gathered up, delivered to the Committee, who in turn deliv- ered them to the teacher, who prepared the examination, to be marked upon a uniform scale. The results were tabulated, and with the examinations and work of the scholars, returned to the Committee, some one of whom made such examination of teachers' and scholars' work as was necessary to render certain that the marking had been done fairly, and those whose papers showed a per cent. of seventy, or upwards, were promoted. No scholar was allowed to place his name upon his papers, so that neither the teacher who marked, nor the Committee could know to whom any paper belonged, thus assuring a promotion based upon the merits of the examinations.
It is sometimes said that really good scholars fail in an examination from nervousness or other causes. This may be true in occasional instances, and your Committee, having that fact in mind, and for the purpose of obtaining more accurate statistical information, have adopted, and put in use in the schools, except the High and Primary, a system of records, in which each recitation is marked upon a uniform scale, and in which the monthly average in scholarship and the rank of each scholar is given, so that any parent, or the Committee, can see at any time what progress any child is making, and can ascertain his exact standing at the end of the year. With an examination conducted in the manner explained, and in doubtful or disputed instances with this record for
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reference, it would seem well nigh impossible that any injus- tice should be done.
COURSE OF STUDY.
From year to year the condition of the schools changes, and it is quite difficult to prescribe a course of study which shall prove acceptable for a long time. Frequent changes are demanded by the varying capacities of the schools, by modernized and improved text books, and by progressive modes of thought. Your Committee, knowing that the course prescribed some years since could not now be carried out to advantage, have, except as to the High School, revised it so that, in their judgment, it is more elastic, and is better adapted to our present wants.
The course of study in the High School has been the subject of much discussion, but the multiplicity of other duties have prevented your Committee from giving it that practical and thorough consideration which its paramount importance challenges. We append to this report the Course of Study referred to above.
HIGH SCHOOL.
The High School has continued the present year under the skillful management of Mr. Hill and Miss Greenwood, with the exception of the winter term, when Miss Greenwood was granted a vacation to recuperate her health, which had become somewhat impaired. Miss Martha Keitli, of Bridgewater, substituted during Miss Greenwood's absence in an eminent- ly satisfactory manner. The course of the school, during the year, has been progressive, evidencing a large amount of solid, persistent work, the results of which are simply im- measurable. This school is undervalued by many, but we feel that it is from the want of a correct knowledge of its purpose, and of the development which it accomplishes.
It is often and truly said that the United States owes the grand idea of free common school education to the wise fore- sight of the founders of the Massachusetts Bay Colony.
This idea was developed into legislation in 1642, in the
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enactment of a law enjoining "upon municipal authorities the duty of seeing that every child within their respective jurisdictions should be educated," and that act was supple- mented by another five years later, requiring every township containing fifty house-holders to appoint a teacher "to teach all such children as shall resort to them to write and read," and every township containing one hundred house holders, "to set up a Grammar School," whose master should be able to instruct so far as they may be fitted for "the University," meaning Harvard College. This was the foundation of our High Schools, and contained a succint expression of their original design. An experience of two and a third centuries confirms the judgment of their founders.
Secretary White, in speaking of the High Schools in this Commonwealth, says : The fact that they furnish to the young of the poorest classes the opportunity of fitting them- selves for higher courses of classical and professional educa- tion, as well as for a successful prosecution of any honorable pursuit on which they may choose to enter, and thus power- fully aid in removing all distinction between the children of the rich and the poor, and in often developing talents of the highest order, which otherwise would not have been cultiva- ted, and so give practical power to our free institutions as well as a beautiful exemplification of them, must of itself commend these schools to the highest place in the public estimation. When, moreover, it is remembered that a High School, generously and wisely supported, not only offers an education of a high order to all the youth, but also, as universal experience testifies, elevates the standard of gener- al intelligence and of public and private morality in the town, and acts as a powerful stimulus upon the children in the schools of a lower grade, thus raising these schools to a higher plane of excellence, it is difficult to find fitting lan- guage to give full expression to our sense of their value, and of the wisdom of the law which requires towns to "set up" and maintain them.
The attendance in our own school is not so large as we desire, but it compares favorably, we think, with other
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towns having a population like ours, and the statistics show that it averages well with the towns and cities of this County. The support of a High School will come largely from the population. in average pecuniary circumstances, and especial ly if that population is largely engaged in Agriculture or in any of the Mechanic Arts as distinguished from day laborers. It is a well-known fact that our town contains a smaller per- centage of these classes of inhabitants than some of the towns about us.
Again, the requirements for admission to our High School are greater than to those in some towns which boast of larger numbers, our Advanced Grammar School giving the oppor- tunity for farther and better preparation than in those places which have no school of that grade. The true mission of the school is to afford every scholar in town the opportunity to obtain an education equal to a fit for Harvard College, and no system of free public instruction will be perfect until it is capable of taking the youngest scholars of the humblest parentage, and placing his feet upon the threshold of the University.
The graduating exercises of the class of 1877 took place in the Town Hall, on the evening of the twenty-ninth day of June, in the presence of a crowded and appreciative audience. The principal exercises were Essays by members of the Graduating Class, Music, and a National Allegory, entitled, "The Visions of Freedom," in which a large portion of the school participated. The parts were all excellent, and the essays highly meritorious, voicing well the motto of the class, "Vestigia Nulla Retrorsum." We indulge the hope that as "the years glide by" these may all find that. "over the Alps lies Italy," and that when He whose right it- is to reign shall come to make up his "Jewels," they may hear the welcome, "Well-done, good and faithful servants."
The names of those composing the Graduating Class are as follows :
ALICE BEEBE, EMMA E. CURRIER,
ANNIE H. THAYER,
CHARLES O'CONNER,
JOHN B. MORAN,
WILLIAM C. STRONG.
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THE ADVANCED AND FIRST GRAMMAR SCHOOLS.
The Advanced and First Grammar Schools have continued as for some years past under the instruction of Mrs. Went- worth and Miss Perkins, which alone is sufficient guaranty of their character. These schools furnish to many children the highest education which they have the opportunity to ยท obtain, and they, as well as those who have gone up higher, can attest the value of the instruction here imparted.
THE SECOND GRAMMAR SCHOOL.
When the last Annual Report was submitted, this school was under the charge of Miss Sarah L. Thomas, who at the close of the spring term resigned to take charge of a more congenial household. Miss Emma S. Small was appointed to fill the vacancy at the commencement of the summer term and resigned at its close. Miss Small came to us with testi- monials of the most flattering character, from well-known educators, as an experienced and successful teacher, and her examination gave evidence of scholarly attainments. There was a predisposition on the part of the school to be disorder- ly, and many of the scholars were determined that no teacher should succeed, consequently Miss Small found herself con- fronted with difficulties which she failed to overcome. She labored willingly and faithfully, and under different circum- stances would have proved an acceptable teacher.
Miss Mary E. Dana was appointed to the position of Principal of this school at the beginning of the fall term, and Miss Susan E. Barker, Assistant, the necessity for an assis- tant arising from the failure of so many to be promoted at the close of the summer term. Miss Dana took charge when the school was in a demoralized state, made more so by the introduction of a large class from the lower school. By dint of the most determined and painstaking labor, she improved the condition of the school in a great degree, as much cer- tainly as could reasonably be expected of any teacher in the time, and your Committee parted with her services at the end of one term with regret. Her resignation was caused by protracted sickness in her family.
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It was with difficulty that this vacancy was filled, your Committee not readily finding any lady whom they thought entirely equal to the position, who would accept it. Finally an arrangement was effected with Mr. F. S. Cutter, of Cam- bridge, to take charge of the school for a time, and he has since been engaged for the remainder of the school year, and if the condition of the school requires it, and the appropria- tion by the town will allow it, for a longer period. His administration has been thus far admirable, and the school is now rapidly taking its legitimate place among the best in town. Much credit is due to Miss Barker for her faithful assistance.
TRAINING SCHOOL.
In the report of last year your Committee remarked : "There is, of course, a limit beyond which it would not be advisable to appoint teachers who had received no other training than that furnished in a town like ours." This remark was made in discussing the merits of the Training School. In the light of further experience, and a more care- ful examination the present year, your Committee have thought it unwise to continue that school longer with the idea of supplying our own town with teachers, for the inevi- table consequence will be that our schools will be run in one mould, with teachers who have been trained by one person, who have embibed one person's ideas, and copied one person's methods and manners, and to deprive us of the services of teachers who possess the more varied culture derived from different training and a more extended association with educated people.
At the close of the summer term, the Training School, as such, was abolished, and the schools comprising it are now known as the First and Second Intermediate, the former of which still remains under the care of Miss Hutchinson, and the latter of Miss Taft, who, by her quiet dignity and enthu- siastic love for her work, has made for herself an enviable place among our corps of teachers.
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THIRD INTERMEDIATE.
During the spring term, Miss Sweetser, of the Third Intermediate, found her health somewhat impaired, and before the close of the term resigned. Her appointment as teacher in this town dates back to March, 1856, and hundreds of pupils will tenderly and lovingly cherish her memory. Miss Alice A. Alexander, a graduate of both the High and Training Schools, was appointed in her stead and still retains the position. She is active and energetic, and means that all the pupils under her charge shall make progress.
WEST WARD INTERMEDIATE.
At the close of the summer term, Miss Hamblin resigned her position in this school to accept a more lucrative one in Medford, where from the report of the school officers of that town she sustains the reputation gained here.
Miss Nellie A. Miller, a graduate from our High School in 1876 and from the Training School in 1877, was appointed to fill the vacancy, a position filled with difficulty by any one. Miss Miller is meeting with good success, and prom- ises to become a highly successful teacher.
GREENWOOD.
At the close of the winter term, Miss Hartshorne, teacher in the Greenwood School, from a combination of unfortunate circumstances in no degree her fault, and from premonitory symptoms of disease, thought it wiser to resign her charge than to continue it longer. She has been the teacher of that school for some years, and has done excellent work in it. Miss Mary J. George has been appointed in her place, and assumed her duties at the commencement of the present term.
OTHER SCHOOLS. :
We omit to speak individually of the other schools in town, not because they do not merit special mention, but for the reason there has been no change in them during the year, and because they are continuing the "even tenor of their way," doing well their part.
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SINGING.
In the report of last year the subject of singing in our schools was discussed at some length, the views of the Com- mittee stated, and the cost computed. By the experience of the last year we are confirmed in the opinions then expressed. During this time, Mr. George F. Wilson has had the direc- tion of the music in all the schools except the High, and in that for the winter term. He is an enthusiastic lover of his profession as well as an ardent worker in it. The pleasing and profitable results of his teaching are apparent to any one who has been well advised of the condition of our schools for the past two years. To withhold an appropriation suffi- cient to cover his salary for the ensuing year would, in our judgment, be highly detrimental.
SUPERVISION.
In the attempt to discharge the duties imposed upon us, we have held, during the year past, thirty-one meetings and made three hundred and thirty-one visits to the schools, to say nothing of very many consultations with teachers, parents, scholars, and with each other individually. We are conscious that many improvements in the supervision of the schools can be made, and when the town is ready to adopt better methods, those who compose the present Committee will gladly and heartily co-operate.
PERSONAL.
Last year the town lost the services of a valuable member of the Board in the death of Mr. H. D. Smith, and this year it is called to mourn the sudden demise of Rev. Dr. Keyser, who in the comparatively short time he was a member of your Committee had, by his unwavering interest, his courteous bearing and staunch adherence to his convictions, won the respect of all.
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