USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1897-1899 > Part 17
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53 | Part 54
TEACHERS.
The changes in the teaching force during the past school year have been fourteen appointments, sixteen transfers and ten with- drawals, and are as follows :
HIGH-Helen W. Poor, June 22; Ethel E. Williams, Oct. 16 : Susanne E. Goddard, Jan. 15.
GREENWOOD-Anna W. Atkins, Sept. 10; Annie G. Balch, June 22.
ADVANCED GRAMMAR-Bessie Gray Pierce, June 30.
EAST-Mary J. Hills, Sept. 10; Mary L. Hawkins, Dec. IS; Luella E. Blanch.
NORTH-Agnes L. Berry, Jan. 15.
WEST-Irene F. Boone.
LINCOLN-Isadore L. Wood, Sept. 18; Louise Townsend, June 22. FRANKLIN-Mary H. Wade, March 20.
224
TRANSFERS.
From Lincoln-M. Annie Warren to H. M. Warren.
Hamilton-Clara E. Emerson, to 66 66
Franklin-Clara H. Munroe to 66 66
66 West-Mary Kalaher to 66 66
66 West-Alice J. Kernan to 66 66
Lincoln-Sarah E. Wilkins to Greenwood.
66 Lincoln-Catherine Kelly to Woodville.
66 Lincoln-Rebecca M. O'Connell to Montrose.
Hamilton-Fannie E. Carter to Lincoln.
66 East-Mary J. Hills to Hamilton.
66 Woodville-L. M. Whitney to Franklin.
High-M. E. Wentworth to Lincoln.
6. East-Catherine S. Johnston to North.
North-Clara B. Munroe to Franklin.
Franklin-Mary E. Kelly to Hamilton.
Franklin-Grace G. Howard to Hamilton.
WITHDRAWALS.
HIGH-H. M. Ballou, June 30 ; Harriet L. Hutchinson, Dec. 30. ADVANCED GRAMMAR-Grace Belle Day, June 3 ; Abbie WV. Howes, June 30.
LINCOLN-Mary E. McLaughlin, June 30.
HAMILTON-Grace G. Howard, April 17.
GREENWOOD-N. H. Thayer, June 30.
NORTH-Catherine S. Johnston, Nov. 10.
EAST-Alice B. Cherrington, June 30 ; Rebecca O'Connell, Oct .?
During the past year the schools and the community suffered a great loss in the death of Miss Catherine S. Johnston, teacher in the North Ward School.
Miss Johnston died 20th of November, after a brief and painful illness. Her home for many years has been in Wakefield, and she was dearly beloved by all who knew her. She was graduated from the High School in the class of 1892. The first two years after her graduation she was assistant in the Lincoln School, but in 1894 she was appointed teacher at Montrose, which position she held until the
225
present school year, when she was elected to the North Ward % School.
Miss Johnston was a young woman of noble character, of highest ambitions, and a most faithful teacher. Her sincerity of purpose and honest and successful effort won for her the love and the esteem of all her associates.
HIGH SCHOOL GRADUATION.
Owing to extensive repairs in the Town Hall, it became evident early in May that the graduation exercises of the High School must be given up entirely or held in some other place than the usual one. At this point the trustees of the Congregational Church generously offered the use of the audience room of the church for this purpose. The kindness was gratefully accepted, and the High School class of 1896 gave their several exercises and received their diplomas in the church. Although the school had been under the care of the pres- ent principal but a single year, the exercises were of a high order, the music was excellent, and amid the ennobling and elevating sur- roundings of this beautiful chureh a fine programme was pleasantly and successfully carried out. The diplomas were presented by Mr. WV. B. Daniel, of the School Committee, in a very acceptable address.
VERTICAL PENMANSHIP.
The system of penmanship taught in our schools for a long time has been a slant system, the Spencerian, so called, or modifications of it. As is well known, the direction or slant of the letters is at an angle of 45 degrees to 52 degrees to the horizontal lines on the page. Under this system fair results have been obtained in the primary grades, but in the upper grammar grades and high school the handwriting has been very poor.
Promising better results, a system called vertical writing has forced itself to the front and has met with favor among many. One super_ visor of penmanship of large experience begins a report with a state- ment of unqualified approval of the change. To such a positive opinion I cannot subscribe, but have slowly come to the couclusion that the slant system proving inadequate to our needs, and unsuited to present conditions, it is the part of wisdom to choose another ; to this end the adoption of the vertical system has been recommended, and a series of copy books purchased. These recommendations were
226
accepted for grades one to four inclusive, its adoption being optional in higher grades, with the express understanding that where once used its continuance in succeeding years shall be compulsory. In the highest grammar grades, where the style of the pupils' handwriting is somewhat fixed, its introduction is not encouraged except in cases where the teachers are enthusiastic in the matter.
Since the adoption of a text book, all teachers have had the benefit of a series of six lectures on this subject by Mr. James Wallis of Fall River. I may add that the work has been begun under favorable auspices, and the teachers are enthusiastic and quite unanimous in their beliefs, at least in their hopes, that the change will be an im- provement. To attempt to judge of the merits of this system from results obtained in so brief a time is premature. However the out- look is promising, and the experience of the coming two or three years will prove whether our expectations in making this change will prove groundless or to the positive advantage of the children to whom good penmanship means so much.
COURSE OF STUDY.
In several of the more recent school reports reference has been made to actual and anticipated changes in the course of study. For the most part, these changes have been made, and the Wakefield schools are now working under a course seemingly best adapted to the needs of children of this town. For the most part, I look upon ex- isting plans with confident expectation. Along some lines we still grope in uncertainty, trusting that the outcome may justify our ex- periments. However, misdirected energy, it matters not how hon- estly applied, never can arrive at the intended goal, and in school work the succeeding starting point must be the position last reached.
The rearranging of a course of study, the omission partially or entirely of certain subjects, the introduction of new work, accompan - ied by new methods, may be brought about abruptly or quietly. If abruptly, violent opposition will be encountered, and usually, ardent supporters will assert themselves. If quietly, an effort is made to make these changes gradually and at opportune periods extending through a series of years, and in such a manner that the existing work may not be seriously interrupted. Thus conducted, only active ob- servers will realize what and how much is being attempted and ac- complished.
To most people the latter plan seems preferable, and such a policy
227
has been pursued in the Wakefield schools for the past four years. The many excellent ideas of the old course have been retained. The so-called enrichment of the grammar school course has had special attention. An effort has been made to bring the work of the gram- mar school up, and the methods of the high school down, so that the step between the two schools may be easier to take. Systematic in- struction in nature study will be added soon. Manual training and the kindergarten ought to be provided. At this time, and in fact during the past school year, in a general way it may be said that our efforts have been directed in the pursuit of doing in a better way and more thoroughly what previously we have tried to do well.
In the matter of courses of study a peculiar condition of affairs exists among us. Under the present Massachusetts policy of the state educational authorities, it is left to the school boards and com- mittees of the 353 cities and towns to frame and adopt such courses as may appear to them suited to the needs of the children of their constituencies. The result is that in many towns the committees and superintendents are devoting in the aggregate a vast amount of time in attempting to perform a task for which they have no special preparation, and it is almost a presumption for them to undertake. It is a case of good intention misguided, and energy misspent, for many to be diverting their efforts from proper channels into ill-advised and impossible paths. It is an educational crime to interfere con- tinually with each succeeding election of school officers or a superin- tendent with the otherwise substantial progress of the pupils and to waste their valuable time- the priceless hours of school life-in spas- modic and abortive experiments having in view a better course of study. Weakness, error, ambition, obstinacy and conceit have no inconsiderable place in their composition. The optimistic member of the school committee , the sanguine superintendent and the com- plaisant teacher look with favor upon the fruit of their own labors, and the new course of study goes into operation to prove in its turn the incompleteness, superficiality, inequalities and defects of what appeared to them at the start to combine elements both of the prac- tical and the ideal. But the children never cease to pay the penalty for all these futile theories and attempts. We seem to be pass- ing through an educational hurricane ; the men at the wheel have no authoritative directions and definite orders, the crew is in confusion, the passengers are in a state of alarm ; everybody shouting at once adds to the uproar.
228
To the principal recommendation of the State Board of Education, in its Sixtieth Report, another should be added to the list-the question of the advisability of giving to the schools of the Common- wealth a State Course of Study.
A favorable time for this seems not far distant. When the results of the broad experience of practical teachers shall be joined with the careful and scientific investigations of professional experts, when sufficient data has been collected from painstaking observations in child study, when accurate deductions have been drawn from the educational reports and statistics now so fully and accurately gath- ered, when widespread and intelligent discussion shall have done its part in eliminating the impossible, and in presenting in a stronger light the desirable and practical, when the State shall direct those best qualified to undertake such a task to prepare and present for the schools within its borders a course of study having such merit that it will commend itself to the majority of those engaged in educational work, and when she shall fix upon this course her mandatory seal of approval, an important step in educational history and progress will be taken.
It is folly for every one to be attempting to decide for himself the great questions of what to teach and when and how ; and by many a systematic, definite, progressive and practical course, one worthy of confidence, one by which those in charge of schools may have some standard to measure the work done, and the possibilities to be attained, one in which the teachers shall have a confident belief that it is not to be changed or radically amended before receiving a fair trial, one having the elements of stability and with the power behind it that shall say what shall be taught, would be received with satisfac- tion. Under such conditions, temporarily at least, theories might be put aside and an uninterrupted era of unity in teaching and school work be inaugurated.
Your attention is called to the usual statistics for facts as to the enrollment and attendance of pupils in the schools, and to the finan- cial statement. The reports of the Principal of the High School, of the Supervisors of Drawing and Music, and Calisthenics and of the Truant Officers are given. An active interest in the schools by parents and citizens of the town is solicited, and criticism of methods adopted in the execution of my duties shall receive thoughtful consideration.
Respectfully submitted,
CHARLES E. HUSSEY, Superintendent.
.
229
HIGH SCHOOL PRINCIPAL'S REPORT.
To the Superintendent of Schools :
I herewith submit my second and the sixth in the series of the High School Principals' reports.
The membership of the school the past year has been, I believe, the largest in its history, the entire number of different pupils hav- ing been two hundred and twenty-one, and the largest number at any one time having been one hundred and seventy-one, as against one hundred and ninety-two and one hundred and forty-nine respect- ively, the year before. The increase has been something over four- teen per cent. The increased membership rendered it necessary at the beginning of the year to resort to the use of recitation rooms for study rooms, but since the removal of the Advanced Grammar School to the Lincoln School building, the accommodations have been ample, some fifty pupils having been assigned seats in the rooms vacated.
Owing partially to the epidemic of measles which prevailed during the spring term, the percentage of attendance shows a falling off from that of last year, but the showing still is by no means discredit- able. There are a few pupils, however, upon whom the claims of constant attendance and of punctuality rest very lightly and who fail to realize their necessity and value.
The number of cases of tardiness shows a marked decrease as will be seen by reference to the statistics. The improvement is gratifying, there having been a decrease of fully one-third and that too with a decidedly larger number of pupils than heretofore. It is my belief, however, that the number of cases for which there is no good excuse and which could be avoided by the use of a little care and thought is still much too large. There are occasions to be sure when it is necessary for a pupil to be tardy or not to go to school at all, but these occasions are rare, and I hope that another year a still
230
further improvement may be reported. It certainly will be, if parents will interest themselves, not for the sake of a good record or to gratify the whim of a teacher but for the sake of the children themselves.
By a further reference to the High School Statistics, it will be found that the number of pupils in the Classical course, i. e., those pursu- ing the study of Latin, is larger proportionately than for the last three years, the number being ninety as against seventy-five in the Eng- lish course.
It occurs to me that the reason for this condition of affairs is to be looked for in the introduction of Latin into the grammar grades of your schools.
Owing to the size of the school, an additional teacher became a necessity, at the opening of the school in the fall, otherwise there would have been classes in Physiology, Latin, French, Geometry and Algebra of upwards of fifty pupils each, a number far too large for satisfactory work, especially where each teacher has the variety of work necessarily falling to the teachers of a school no larger than ours.
During the past year the courses of study have been somewhat re- vised and while not being all that could be wished, they still mark progress.
The exhibit of these courses will be found below. Quite a num- ber of changes will be noticed. The introduction of Greek and Roman History into the first year's work makes it possible now for a pupil to receive instruction in history from the fifth year in the in- termediate school to the last year in the High School. This is in accordance with the best thought on the subject and with the practice of German schools. An attempt has been made to make the English Course the equal, in difficulty, of the others. Where French occu- pied two years, the work has now been distributed over three, and the amount of work required in Botany has been materially increased and covers the entire first year. It is now possible to do advance work in Geometry and Algebra in the third year of the course, thus doing away with the necessity for a full year's review for pupils desir- ing to take preliminary examinations at the colleges.
COURSES OF STUDY.
Course.
FOURTH YEAR.
THIRD YEAR.
SECOND YEAR.
FIRST YEAR.
College Preparatory.
English 5. Physics 4. Latin 4. Greek 4. French 3.
English 1. Greek and 3 Roman History Geometry 3. Algebra 2. Latin 4. Greek 4. French 3.
English 3.
Geometry 4. Latin 4. Greek 5. French 4.
English 3. Greek History 3 (half year). Roman History 3 (half year). Algebra 4. Latin 5. Physiology 2. Drawing 2.
Latin with French Course I.
English 5. Physics 4. Chemistry 4. Latin 4. French 3.
English 3. English History 3. Geometry 3. Algebra 2.
First half year.
or
Geometry 3. ¿ Algebra 2.
Second half year
Astronomy 5. Latin 4. French 3.
English 3. Mediaeval History 3. Geometry 4. Latin 4. French 4.
As for College Preparatory. 231
French English with Course II.
English 5. Physics 4. Civics and American History 4. Chemistry 4. French 3. Solid Geometry 2 (elective).
English 3. English History 3. Geometry 3. Algebra 2. or
First half year
Geometry 3. Algebra 2.
Second half year
Astronomy 5. Physical Geography 4. French 3.
English 3. Mediaeval History 3. Geometry 4. Physics 4. French 4. Geology (elementary) 1.
English 3. Greek History 3 (half year). Roman History 3 (half year). Algebra 4. Civics 2. Botany 3. Physiology 2. Drawing 2.
.
In all Courses, Music 1 period, Military Drill and Calisthenics, (2 periods).
232
During the year there have been formed among the pupils of the school two or three societies which I cannot forbear making refer- ence to, for it indicates a most commendable spirit. The Senior Debating Society composed of present and former members of the class of '97 holds monthly meetings for debate. On the invitation of the society three of the teachers constitute the executive committee whose duty it is to assign topics for debate, and the Principal of the
school presides. The school is to be congratulated upon having in its midst a body of young men and women who are willing to give time and effort towards promoting such an enterprise. All efforts of this kind call for the commendation and interest of all of our citizens.
The Greek class of 1899 has formed a club which is making a study of Greek manners and customs, and I believe the Junior Greek Club has spent some time upon one of Shakespeare's plays.
The following pictures were presented to the school by the class of 1899, each being an enlarged photograph.
The Roman Forum, the Parthenon, Trojan's Forum, Roman Aqueduct, Castle of St. Angelo and St. Peter's, Arch of Constantine, The Acropolis of Athens.
The present first year class is planning at the present time to make a beginning of the adornment of the room vacated by the Advanced Grammar School.
Under the auspices of the teachers of the school, four lectures have been given to the public, in the High School room, as follows : Rev. A. E. Winship, Editor of the Journal of Education, upon "The Mission of the High School." Dr. Walter P. Beckwith, “The Practical Value of a High School Course." Mr. George E. Gay, Supt. of Schools, Malden, "The Colleges and the High School." Supt. Charles E. Hussey, "The Home and the High School ; their mutual responsibilities and obligations."
If I were called upon to specify the greatest needs of the school, I should say, first, an enlarged reference library, especially in the line of history, and second, increased accommodation and apparatus for individual work in the Physical Laboratory.
In closing, allow me to express my belief that no school is begin- ning to live up to its possibilities, in the administration of which
233
there are not the most cordial relations between the pupils and their teachers. It is to create such an atmosphere of loyalty to the school and solicitude for its good that your teachers are striving and, I may add, with a commendable degree of success.
Thanking you, sir, for your kind support, and through you, the school committee for its interest in us, I am
Respectfully, CHAS. H. HOWE.
234
REPORT OF INSTRUCTOR OF MUSIC.
To the Superintendent of Schools :
DEAR SIR-The following report of instruction in music in the public schools of Wakefield is respectfully submitted :
A good interest has been maintained in all the schools, and the progress made has been very satisfactory. Very few pupils have been excused from the singing, and these wholly on account of change of voice.
In the lower grades the voices of the children show the result of careful training and intonation. The ease with which these schools read music at sight is encouraging, and the large number of pupils who can write or point on the staff music sung or played upon an instrument, shows a correct training of the ear to musical sounds.
In the upper grades, the different keys, major and minor, and the chromatic scales have been carefully practiced with chords. Exer- cises and songs have been studied for reading and expression.
It is my wish that the parents and others interested in music, would visit the schools and see the work exemplified.
Thanking you and the teachers for your hearty co-operation, I am,
Respectfully yours,
G. F. WILSON.
235
REPORT OF SUPERVISOR OF DRAWING.
To the Superintendent of Schools:
Though there have been no great changes in the Drawing Course this year, the standard is being raised in all the grades, and previous training is recognized in execution, observation and greater freedom in rendering artistic effects. Mechanical drawing in the High School and upper grammar grades has been much improved this year, and more advanced work has been possible, the subject of Projection having been begun in the second-year class. The design on the High School programme was made by Miss Kernan, a member of the class of '98, for the programme of graduation exercises last June. Good work in drawing has also been done in the lower grades in connection with " nature study." "Facts and phenomena of nature are observed much more thoughtfully when a knowledge of them is to be expressed afterwards by drawing."
The training of the powers of observation is one of the most im- portant elements included in the study of drawing. Some people seem to think that so few children have a decided talent for art, time and money are wasted on the majority, but as another has said, "The power and habit of observing accurately mark one of the fun- damental differences between the incapable man and the man of power. This great difference is a fact well known to all who take any responsible share in practical affairs. The other fact, that the study of drawing can and does actually aid greatly in developing the powers of attention, observation, and intelligent thought, ought to be made equally plain to the public at large. The public would then see that instruction in drawing is something which every school child, rich or poor, ought to have to fit him for life."
Some one has said in a recent lecture, " if the State is going to teach art it must first educate the teachers." A majority of the les- . sons must of necessity be taught by the regular grade teachers, and
236
as a number of our teachers have had little previous instruction, and those recently elected are unacquainted with the course here, it has been thought best to have the teachers meet regularly through the year, for special instruction and to confer informally upon matters connected with drawing. Such meetings have been held fortnightly since September.
There is a great need of works of art and beauty in the school- rooms, as but few below the High School have anything of value in them. The two new school buildings alone would furnish a large field for such decorations, and there are many other rooms, whose walls are bare of any ornament that is suitable or elevating. Some individual teachers have through their personal efforts, by loans of their own pictures, made their schoolrooms attractive, but the major- ity of the rooms are still unfurnished with this important element of a liberal education. Doubtless there are many citizens who would gladly contribute works of art or money for this purpose, if an organ- ized effort was made to secure them.
Respectfully submitted,
ANNIE B. PARKER,
Supervisor of Drawing.
237
Report of Supervisor of Physical Education.
TO THE SUPERINTENDENT OF SCHOOLS :
I am glad to be able to report an encouraging state of affairs in the schools as regards physical training. Both teachers and pupils seemed to take up the work with renewed vigor after the summer vacation, and steady progress has been made. It did not seem best to try to keep the different classes of the same grade together in the work, but each class was allowed to advance to the more difficult ex- ercises as soon as they seemed prepared for them. This aroused a spirit of friendly rivalry between the different classes, which resulted in greater interest in the exercises and greater exactness in their execution.
The work, though carried on so short a time, is not without good results in various directions ; for one thing, the children have been given a correct idea of the proper carriage of the body, something that not many possessed a year ago ; and having a correct ideal is the first step towards attaining it. Individual defects have been pointed out to the children, remedial exercises suggested, and, when it seemed necessary, word has been sent home to the parents that, through the co-operation of parents and teacher, the child might be influenced to persistent effort in correcting defects, which, if ne- glected, may seriously impair the health and efficiency of the body. Besides the physical effects discernable, good results are seen along other lines ; the child is taught (by the drill) prompt and un- questioning obedience and self-reliance ; he gains in power of at- tention and quickness of response, and the exercises tend to take away that painful self-consciousness which is apparent in many children.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.