USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1897-1899 > Part 35
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As to the drawing, I recommend that this subject be elective throughout the four years, giving thus an opportu- nity for some who now take it because they are obliged to by the regulations, to select some other study, and the privilege to all pupils in all grades of the school to continue it, if they so choose, for the reason that they may enjoy the work or need it as a preparation for the Institute of Tech- nology or some scientific school.
This policy, I believe, would insure more interest and en- joyment in the special studies, less friction and complaint from the few who prefer other courses, more rapid progress and further advancement, greater skill and proficiency among those who elect these subjects, and better results for the efforts of pupils, the time of teachers and the expense o these departments.
TEACHERS' LIBRARY.
From the time when the business of teaching was repre- sented by a class little entitled to much respect in the eyes of the people, to that period in our own lives, when we can look back with pleasure to the one teacher or the few who aroused in our minds a desire for knowledge, pointed us the path to it, and furnished us the inspiration to walk therein, till to-day, when the corps of teachers as members of a profession are better educated and more fully imbued with
233
the true professional spirit, though far short of what is ideal or desirable, the journey has been a long and devious one.
Teaching as a science and an art has now reached that importance and the ability and training of those that engage in it is of such a character that it may be called a profession, and the worthy members of it are entitled to equal respect with the workers in any other profession.
With each succeeding decade the demand for those with vigorous bodies, with strong minds and clear brains, of superior education and training, of successful experience. under skilful and intelligent supervision has been more urgent and imperative. No person may now expect ad- vancement or hope for much success who has become a teacher in the anticipation of a life of ease, or who lacks the elements of force and ability sufficient to warrant an honor- able standing and promotion in any other walk of life. In advance of all other professions to accomplish what is and what rightfully may be expected of them, teachers should be strong in body and intellect, tenacious of purpose and fully in sympathy with their work. We are still far from that goal of knowledge and efficiency which we have set for our- selves ; and yet, we believe that what is now being done is not without merit and deserves some praise. The teachers of this generation are simply pioneers in that new education whose ambition it is to train all the powers of youth to a more symmetrical development for a more complete enjoy- ment and a greater usefulness in life.
Energy is a vital element of progress, but energy con- trolled and directed is most fruitful of good results. Those of us who have been teaching for some years may not have had the advantages of a college course or the training of a normal school ; we may have, however, the benefit of the thinking, the investigation and the experience of others in the valuable educational works published for the special use of teachers. Others may have had ampler opportunities for investigation,
234
and be possessed of broader views. Travel and associations may have extended the horizon of their educational life, re- sults not possible with the rank and file of the army of teachers. Those who would excel must therefore studiously read and frequently review the writings of educational leaders. In constant association with children whose ideas are immature and frequently expressed in incorrect or scanty English, the teacher should turn gladly and often to the masterpieces of our language for inspiration and refresh- ment. Persistent, well chosen reading will alone keep those at the front whose days are filled with the confining details of the school room. No active teacher will fail to read some one of the ablest school journals, and should own some few pedagogical books which have been carefully read and dis- cussed. No physician is without his library, nor should the teacher be without his. Mediocrity and indifference are not the passports to success in any calling.
To the end that none among us may fail to have the opportu- nity to read professional books, about twenty-five volumes bearing upon pedagogical and psychological subjects have been purchased. This is intended to be the beginning of a teachers' library. Additional volumes will be obtained from time to time, and every teacher is urged to do each year some professional reading. In education that universal law of the survival of the fittest cannot be disregarded. The self satisfied teacher who makes little effort to improve the methods of to-day, and would fit his present attainments to the duties of to-morrow, will soon find himself far from the front rank of the industrious and progressive.
WORK OF THE SCHOOLS.
The several courses of study now in use have had few changes during the past year. Nor would I recommend much change during the coming year. Constant effort to improve the quality of the work has been our aim. Those
235
changes authorized some time ago, and somewhat in the nature of an experiment, have now established themselves on a firmer basis. The teaching of Latin in the highest two grammar grades was a step in the right direction, and each year's experience proves that the time to begin this language with its forms and inflections is in the grammar school. Those who take Latin learn the technical English grammar in this way at a great saving of time and quite as thoroughly. The little book in geometry introduced into grade seven, in connection with arithmetic and drawing, has proved a useful and attractive feature of the work of this grade. The courses in drawing, for instruction in which the drawing teacher has held a large number of teachers' meetings for actual work as well as for instruction, is well developed and based on modern lines.
In the subject of reading, I find that facility to call words, to read sentences, to get the idea from the printed page for one's own use is clearly evident. From the standpoint of the reader I believe the reading is good, but from the position of the listener I am not so sure that we are doing as well. There seems to be a lack of expression in the read- ing, not that the hearer may understand, but that he must understand. To improvement in this direction it would seem best to direct our energies.
In the music the supervisor for some time has expressed a feeling that the music books, which had been in use for ten years, should be replaced by a new series that would give the children more drill work. This has been brought about and entirely new books have been put into the hands of all pupils in town from grade I to grade VI inclusive. With this new material the children are manifesting a fresh enthu- siasm and zeal for singing.
With each succeeding year I can report more unity in our work, a fairer distribution of labor throughout the school course and a lessening of the uneven distances between the
236
different grades. Especially is this true in the interval between the ninth grade and the high school. Formerly the end of grade nine and the graduation at the high school marked very distinct periods in the progress of the scholar. It has been maintained that the years of attendance at school were simply a preparation for life; on the contrary, these years constitute a large part of life itself. From the kindergarten through the high school and beyond, the gradations in educational work should be adapted to the years of the individual ; and, as far as possible, there should be a realization on the part of the pupil that the responsi- bility for success or failure depends in a large measure upon himself.
It is a subject for favorable remark that pupils from the grammar school now pass into the high with somewhat of an acquaintance with high school studies already acquired in the grammar schools, and prepared to carry them along without serious interruption. Entrance to the high school is not now regarded with a feeling of dread or distrust of ability to succeed with the high school studies, but with confident expectations that faithful, honest effort will receive its due reward. More pupils proportionally enter the high school now than formerly and continue in the courses longer. The changing of plans and the contingencies of life in the course of four years reduce the number in every high school class to smaller proportions at the graduations. This abridge- ment of the utilization of all the privileges which the town places at the disposal of pupils is a matter of regret; but it is far from an occasion for discouragement or extreme dis- appointment. A diploma is a mark of honor and an evidence of scholarly attainments ; but those who by force of circum- stances are obliged to cut short the high or even the grammar school course, having availed themselves faithfully of their opportunities, are by no means ill-fitted to take the duties of earning a livelihood, and should be awarded such praise as
·
237
their efforts deserve ; and also, may bear in mind that the ave- nues now open to all for further education are many and the means for it are usually at the command of the industrious and persevering.
Were they to investigate the matter it would probably be a surprise to many unacquainted with the facts to compare the requirements for entrance to college now with similar requirements of fifty years ago. Then, it was possible for some to say at graduation from college, " I am sixteen years of age ;" now, the most brilliant minds have difficulty in get- ting fitted for college at sixteen, and, were they fitted earlier, could not obtain admission till sixteen. The average age of a class admitted to a well-known institution in 1897 was eighteen and one-half years. More surprising than this even is the com- parison of the modern high school with the academies of fifty years ago. At that time the basis and bulk of the .preparation was the study of Latin and Greek. Some knowledge of mathematics was required. At present there is demanded a knowledge of English syntax, English authors and literature, Latin and usually Greek, a modern language, French or German, mathematics, history, and science, and in amount sufficient to stagger the valedictorians of not many years back.
The requirements for admission to college during the past fifteen years have increased amazingly. What would then allow a boy to enter with honor is now obtained with diffi- culty. History, science, an acquaintance with our mother tongue, a knowledge of the arts, proficiency in a modern language, mathematical skill, have risen up and demanded recognition. The study of the humanities is now accorded only its due share of time and energy. Furthermore. one who intends to pursue a college course ought to decide, upon entering the high school, what college he proposes to apply for admission to, and must bend all his energies towards the requirements for entrance to this institution, to the exclusion of many subjects that other college faculties
238
regard as equally essential, and by common consent are considered as highly desirable. The colleges now get all the students they can care for, and the question seems to be asked, why should not the standard for admission be high ?
There are evident signs of a change of policy, in effect that the demands made upon the strength of the pupils are too great, leaving scant time for them to take such physical exercise as is needed for good health, and allowing little op- portunity for the pleasures of home and social enjoyment which in the opinion of most parents and teachers is equally desirable with a knowledge of Greek roots and mature schol- arship. Parents are aroused to the fact that their daughters are studying beyond their strength. In these matters the first to censure is the high school authorities, but the con- ditions make them almost powerless. The pupil has good ability and is faithful to the extreme; the high school instructors are usually capable, and thorough, and intensely interested in their classes, especially those that are fitting for college ; the spirit of competition with other high schools becomes apparent.
For the most part the requirements of the colleges seem too comprehensive. It is worse than folly to ruin the health of boys and girls in fitting them to enter college. An edu- cation should be more than a knowledge of books. Social life and enjoyments, the accomplishment of music and a knowledge of art, the enjoyment of healthful out of door exercises, are by no means to be ignored. Youth is the time for all these things, and all are deserving their due propor- tion of time and attention. The high schools do not ask for a much lighter load, but they cannot carry a much heavier one. When the point is reached that the demands of study jeopar- dize the health of pupils and put in peril their usefulness for life, it comes to the point when parents will say, No. Better judgment seems to be prevailing, and the statement is made that the requirements for September, 1898, will be less than for several years.
239
If we can hold fast to the fundamental truth that mental and physical development go together, and that full maturity is not reached at eighteen or twenty-two, we shall have a standard that shall withstand the eccentricities of college faculties and educational theorists. An education is a product of growth and development, and the foundation should be a broad basis of good health, and a happy and contented mind.
In the Wakefield High School the courses of study are nearly the same as for the past two or three years. In a general way the work in the high school is being carried on energetically though quietly and without ostentation, condi- tions most likely to produce good results. The time allowed for military drill has been reduced one-half, placing it on the same basis as the calisthenics for the girls. More his- tory and more English have been added, so that now these subjects are continued during the entire four years. Inter- esting facts relative to this school may be found in a table in the appendix of this report. These are presented for the past five years in such a way as to show a comparison with succeeding years and the increase in several departments.
The only change in the corps of teachers for this year has been in the department. of Latin, which for several years has had the benefit of Miss Strong's valuable services. Miss Strong's resignation was accepted in June much to the regret of all with whom she had been associated ; and Miss Clara A. Barnes, A. B., Vassar College, 1896, was elected to the charge of the Latin department. There is now a six years' course in Latin, two being in the grammar school, and Miss Barnes has a general supervision of all the six years.
On account of lack of school accomodation at the Lincoln Building, a division of grade nine was transferred to the High School Building and placed under the supervision of the high school principal, and in the immediate care of Miss Mabel P. Wall, A. B., Wellesley College, 1897. Miss Wall also conducts a few recitations in science in the high school.
240
Work in this school is now arranged on the departmental plan, that is, each teacher is assigned subjects of similar character, and in which in college or elsewhere she has had special instruction and training. The several departments are as follows :
Mr. Howe, .
Greek, Civics and Science.
Miss Poor, .
.
English, Mathematics.
Stevens, · French, Gymnastics.
.. Williams,
Science, Mathematics.
"' Goddard,
History, Greek.
.' Barnes,
Latin.
.. Wall,
English, Mathematics, Science.
A single fact of administration adopted during the year is meeting with warm approval. It is the instituting of an afternoon session for the benefit of those who are deficient in their studies, or have been absent from school on account of illness or otherwise, or have been negligent and careless in their day's work. Such are permitted or requested to return for further work at the afternoon session. There is now no keeping after school. Quite a number each day return voluntarily for study and assistance. It also works very well with those inclined to waste time during the morning, giving them an opportunity to keep up with their classes. Some teacher or teachers are always in attendance. This arrangement is a great favor to those who otherwise would be obliged to pay for private instruction or fall behind their classes.
In the department of science, it must be admitted that nothing is attempted in the grammar and primary schools except in a desultory way by those teachers who may have some knowledge and some liking for any particular division of this subject. It is probably a fact that there is hardly a town around us that is not doing more in science than Wakefield. Of all the years of school life, the time to use one's eyes is in youth. The time to teach children to observe,
241 .
the time to teach science, is when children are willing to see. The power to acquire, to store up facts, is early in life, below twelve probably ; the time to reason is beyond that age.
During the coming year, I hope the same kind of work now done in the high school may be brought down into the grammar and primary schools and suitably adapted to the age and ability of the different grades. It may be asserted, with little fear of discussion, that the power of observation in our children is least trained of all their faculties, and in no subject do the grammar school graduates enter the high school with as little training as in the subject of science.
With this report I complete five years of service as superintendent of schools. This period has passed very rapidly and pleasantly. Through the combined efforts of citizens, committee, teachers and pupils, there has been continuous and substantial improvement and pros- perity in the schools. It is an honor to have taken some part in bringing the Wakefield schools to such a condition of efficiency as they now have, and while far from ideal and lacking in many features which may be regarded as highly essential to a broad and thorough education, an inspection by the parents and citizens of the town is invited to their condition and to a comparison with the schools of other towns similar to Wakefield both as to cost of maintenance and the character and quality of the school work.
As to a policy I am a firm believer in not clinging too tenaciously to the conservative ideas and customs of the past, nor advancing too hastily and boldly into untried projects, but always assuming that moderately aggressive attitude which stands ready to consider, free to endorse, and willing to attempt those plans which may have convinced our deliberative judgment of their feasibility and value.
Respectfully submitted,
CHARLES E. HUSSEY, Superintendent of Schools.
242
REPORT OF TRUANT OFFICERS.
To the Superintendent of Schools :
The annual report of truant officers for the year ending Jan. 31, 1898, is hereby respectfully submitted.
Number of cases reported for investigation, 65; of which 23 were cases of truancy, and 42 were cases of negligence of the parents. The above cases include verbal reports of teachers who were casually met. There were also quite a number of cases which came to our attention without notice from the school author- ities, which were investigated, of which nearly all, or a large majority, were cases of negligence of parents. In but one case of the 23 cases of truancy did it become necessary to resort to the courts, and he was committed to the truant school for the term of two years.
We extend our acknowledgments to the superintendent of schools and teachers for their assistance and co-operation in our duties. Respectfully submitted,
ALVIN L. VANNAH, R. F. DRAPER,
Truant Officers.
February 1, 1898.
248
Wakefield High School-Graduating Exercises. Town Hall, Wednesday Evening, June 30, 1897.
PROGRAMME.
OVERTURE .
HIGH SCHOOL ORCHESTRA.
CHORUS - "Soldier's Chorus," . Gounod's "Faust " SALUTATORY AND ESSAY - " The Value of a High School Course." ESTELLA EUGENIE SIGOURNEY PERKINS.
CHORUS - " The Chase," Arr. by Wilson
RECITATION - " The Poet's Tale," .
Longfellow
CLARA TERESA SKULLEY.
ORATION - "Biennial Elections," RUTHERFORD ENDICOTT SMITH.
SEMI-CHORUS - "March of Our Nation," Geibel
. DECLAMATION - " True Grandeur of Nations," · Sumner
WILLIAM EDGAR PITTOCK.
ORATION -- " Annexation to Boston - or Not ? VERSON WOODMAN GOOCH.
SEMI-CHORUS - " Spring Song," E. Lassen
DECLAMATION (with Salutatory rank) -
" The Last Day of Pompeii," . · Lord Lytton
MICHAEL FRANCIS ROACH.
CHORUS - " Away to the Fields," Wilson
VALEDICTORY AND ESSAY - " To Finish is to Begin."
MARION PUTNAM MACQUINN.
PRESENTATION OF DIPLOMAS,
SUPT. CHARLES E. HUSSEY.
CLASS ODE Written by ESTELLA E. S. PERKINS.
BENEDICTION.
REV. N. R. EVERTS.
Motto - Finir c'est Commencer.
.244
GRADUATES.
ENGLISH COURSE.
Timothy John Ardill,
William Francis Barrett,
George Sarsfield Coakley.
John Francis Coakley.
Lillian Josephine Cooke,
Verson Woodman Gooch,
Frank William Harnden, Robert William O'Connor.
William Edgar Pittock,
Priscilla Abbie Cloudman, Michael Francis Roach, Clara Teresa Skulley.
Rutherford Endicott Smith.
CLASSICAL COURSE.
Maud Lillian Arnold, Marion Putnam MacQuinn. Estella Eugenie Sigourney Perkins.
CLASS ODE.
WRITTEN BY ESTELLA EUGENIE SIGOURNEY PERKINS.
Good bye, old school, within whose walls We've gladly found our way, Where hours of toil have seemed so light, With comrades day by day. But now we pass to broader fields, To Life's rough-billowed sea ; We breathe the wish that friendship's ties From change may all be free.
Farewell, now, friends and schoolmates dear : Farewell, kind teachers true ; Farewell, beloved classmates, here We sadly say adieu. And may the Lord who reigns above. Our pathway strew with flowers ; E'en though this parting brings us pain, Beyond we see Life's bowers.
Now softly as the daylight fades And shades of night appear, The thought that we tonight must part. Calls forth a silent tear. Yet dreams of brighter days to come And hopes of crowns to win Reveal the thought our motto bears, " We finish and begin." .
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HIGH SCHOOL STATISTICS, FEB. 1,
1894. .:
1895.
1896.
1897.
1898.
Whole number of different pupils during year,
173
177
192
221
223
Largest number at one time.
135
137
149
171
174
Number not enrolled in any other school in town dur- ing year,
127
131
133
148
169
Number graduated,
24
10
20
26
16
Average age of Senior Class at graduation, years,
19
1812
Number admitted during year,
56
54
66
82
59
Number from advanced
46
50
59
73
53
Number admitted from other schools,
10
4
7
9
6
Number from Lynnfield,
8
12
13
11
Membership, February, .
127
124
142
165
160
. Pupils over 15 years old,
102
121
129
146
138
Number in Classical Course,
65
61
63
90
105
Number in English Course,
62
63
78
75
55
Senior Class, Feb. 1,
9
21
26
16
20
Senior Class, when entered.
17
54
48
53
51
Junior Class, Feb. 1,
30
29
20
22
31
Junior Class, when entered,
54
48
53
51
62
Second Year Class, Feb. 1,
36
27
35
46
57
Second Year Class, when en- tered,
48
53
51
62
78
First Year Class, Feb. 1,
50
4.6
60
76
52
First Year Class, when en- tered,
53
51
62
78
57
Average membership of year,
120.64 124.66
139
148.3
160
Average attendance of year.
114.58 119.94 126.7 142.7 154.7
Per cent. of attendance,
94.97
96.21
96.7
96.2
96.7
-
grammar school,
246
GRADUATES FROM GRAMMAR SCHOOL.
Allbee, Elsie
Butler, Nellie
Bonelli, Frank
Carey, Lillian V.
McCarthy, John J.
Carleton, Lee T.
McGlory, M. Annie
Carleton, Mary F.
Mckeon, Nellie
Cheney, Gertrude M.
Nye, Harold A.
Clothey, Edward T.
O'Connell, Margaret
Clothey, Addie
Orr, Martha L.
Crosby, Christina
Paine, Harold D.
Cuff, Katie
Parson, Annie
Perley, Alice C.
Preston, Robert F.
Reardon, Thomas
Dunn, Grace T.
Eaton, Harry F.
Ruggles, Lucia
Smith, Edna G.
Fletcher, Edgar W.
Goodwin, Ethel
Hadley, Elta R.
Hinckley, Henry O.
Howard, Arthur A.
Houston, Donald
Hunt, George A.
Jack, Belle R. Johnston, Grace R.
Keady, Thomas
Kimball, Helen M.
Landers, Maude
Marshall, Bessie Mason, Grace M. Mayo, Dana
Taber, Melvin E. Toomey, Frank H.
Tuttle, G. Arthur
Webber, William White, Helen W.
Whiton, L. Ernestine
Counihan, Grace M.
Daly, Josephine
Daniel, Mary E.
Richardson, William C.
Edwards, Irene M.
Smith, M. Lilian
Sloane, Lottie
Stewart, Agnes G.
Sullivan, John J. Sweetser, Percy N.
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TABLE OF GENERAL STATISTICS.
GRADE.
TEACHERS.
Enrollment.
Average
Average
Attendance.
cent. of At- Average per
Pupils over 15
Pupils between
8 and 14.
Total Half
Days' Absence.
No. Cases of
Tardiness.
No. Cases of Truancy.
High,
Charles H. Howe,
223
160.
154.7
96.7
201
22
1,060
227
High, IX,
Miss M. P. Wall,
1
23.2
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