USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1900-1902 > Part 46
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Results in the high school are reported as less satisfactory. This is due largely to the limited time devoted to the subject, and the consequent necessity of working with large classes.
"The success of teaching music in the schools depends not alone on the musical instructor, but on several persons. It is a
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fact deeply to be regretted, that many pupils, especially boys, take little interest in music, and do not really try to sing when the lessons are being given. Is there no remedy for this? Surely there is. The teachers in all the schools should train every pupil as thoroughly in this as in any other study. And parents should accustom the boys, as well as the girls, from early childhood to sing at home. There is no reason why our Ameri- can homes cannot be gladdened by music and song as universally as the homes of Germany."
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"Music is an educator. To educate you must train the powers of observation and refine the taste; you must stimulate the imagination, and more than all you must touch the spirit. Music does this, and does it is a pleasing way. Plato says, 'Music gives a soul to the universe, charm to sadness, gaiety and life to everything. It is the essence of order and leads to all that is good, just and beautiful, of which it is the invisible but neverthe- less eternal form.' In every phase of life it is a recognized power. No social function, no civic event, no form of worship is complete without it."
"If these things be true, it is a manifest duty that every one who can should be bought within reach of this influence. The man or woman indifferent to music is an immeasurable loser. So great are the advantage of musical instruction that it seems unjust to deprive any of its privileges. It is rather the misfor- tune than the fault of music if it is not understood and appre- ciated by the great majority of people. The object of music in our schools is to bring to the child a knowledge of the essential principles of the study, which shall enable him to appropriate from the field of music the ideal of thought to broaden and deepen intellectual and moral character. Music is an exact science. No other study is so absolutely dominated by exactness. Its rules are inexorable."
"This study like no other develops every side of the child's nature. I believe the daily vocal drill in our schools is a health- ful exercise, inducing correct position, expanding the chest and lungs, developing the organs of speech, improving the enuncia- tion, and teaching how to use, and above all to save, the singing . voice. From this exercise the child acquires a conformity to
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strict and systematic drill, that characteristic of the soldier so much admired. He learns to do quick and accurate work with thorough concentration. He cultivates a clear and definite appreciation of rhythm ; he learns to listen and discriminate, thus laying the foundation for the intelligent enjoyment of good music. The beautiful songs sung are in themselves a refining and uplift- ing influence, tending to train the child's imagination, filling the mind with pure and wholesome thought."
DRAWING. From sixty to ninety minutes per week is given to this subject in all grades, including the high school, although in the high school it is elective. Miss Parker has very carefully planned the work this year and given it careful supervision. The grade teachers have cooperated fully and most satisfactory results have been achieved. There is no question as to the value of the subject, and up to a certain point, all pupils should be required to take the work, even though they never become able to execute a design unaided. It is possible, however, that a few pupils in the upper grades, having no aptitude for this work, might spend the time more profitably doing something else. From Miss Par- ker's report, I present the following brief abstract to show the scope of the work attempted :
During September and October nature drawing is studied. Colored crayons are used by the younger pupils, and brush and ink and water colors by the older ones. November and December are devoted to mechanical drawing and constructive work, ranging from simple measuring exercises to finished work- ing drawings, which are to be executed in the manual training room. This year, the study of applied design has been emphasized, being taken for four months, March. April, January and February. A large variety of design work is practiced and some very pleasing results have been reached. In May and June plants and flowers are represented in water colors.
The study of pictures also receives some attention through the year. Many reproductions of the great masterpieces are used and the lives of the artists studied.
Several fine pictures have been presented to the Warren school. These are fully appreciated by the teachers and pupils.
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The addition to the high school has given us a drawing room where the work can be carried on uninterrupted by other school work. As might be expected, the results are proportionately better.
SEWING. One hour each week is given to this work by the girls from the fifth to the ninth grades inclusive. The interest manifested by the pupils at the introduction of this work still continues, and success in this department is marked. A large part of the material used is brought from the homes and a ready response is given to all requests. This surely shows that parents are interested in the work and anxious for their girls to make all possible progress.
Following is a brief quotation from the report of the Supervisor of Sewing, Miss Wilson :
"A graded system of work has been followed and the upper grades, which begin with the same elementary work as the lower grades, have now advanced so that, at present, the ninth grades are making garments which they have cut from patterns, and good results have been obtained. Plain practical sewing occupies most of the time, though some fancy stitches are taught in the seventh and eighth grades. The amount of work done is as much as could be expected in one hour a week. The aim of the course is not quantity, but quality, teaching the pupil the value of good work."
MANUAL TRAINING. The interest in this department is genuine and constant. The work is thoughtfully planned and well executed under the enthusiastic direction of Mr. Mckinney. Aside from the supervisor's salary, the expense is comparatively slight, and the results, as the work progresses, more and more justifies the outlay. The aim underlying it all is not merely to give boys facility in sawing, planing and the use of a few tools, but each exercise is primarily planned so as to furnish the high- est possible amount of mental development. Tools and material become simply a means for expressing ideas, which have been carefully worked out on paper. No other end would justify its introduction, and carried on in this light it becomes as valuable
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and important as any other school study. There is a direct cor relation between manual training and a part of the work in draw- ing, as many of the working drawings are a feature of the mechanical drawing in the upper grades. Viewed in the light of . the educational value of the work, the results this year are more satisfactory than ever before. I quote briefly from Mr. McKin- ney's report to show the scope and progress of the work.
"Last year it was the aim of the department to encourage the boys as far as possible to express their own ideas in wood. For the furtherance of this end each boy who wished brought in an original plan of some piece. The result was favorable, though many crude designs appeared. The plans included small stands, tables, clothes poles and hall stands. This, our third year, the aim has been two fold :- greater accuracy and the making and working entirely from mechanical drawings. Regarding the first, the work has been a great improvement. In the making of draw- ings, the work has been good, although we need new compasses.
One of our greatest gains has been the working from original drawings. At first, it took much more time to send them back to look than it would have taken to tell them what to do, but the result has been very gratifying, especially when they correctly read new drawings handed them."
MILITARY DRILL. Military instruction has been continued under the direction of Lieut. C. E. Walton, who reports very satisfactory results, considering the time devoted to the work and the large size of the companies. The battalion has been divided in Company A and Company B as heretofore; but the division has been made according to size, rather than by classes. Mr. Walton speaks of the necessity of having more time given to drill work, the battalion now being so large that both companies can- not drill with advantage at the same time in the Armory. Better accommodations are also urged for storing the guns, as at present much time is lost, both in getting and returning them. He also speaks in high terms of the attention given to the work by both officers and privates, and of the excellent discipline maintained. The fine showing made at the "Prize Drill" reflects with credit upon the efforts of the boys, and shows that they profited fully by the excellent instruction received.
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TEACHERS.
Fewer changes than usual have been made in the teaching force during the past year. Two have been called to Melrose, one to Beverly, one to Rockland and one or two other resigna- tions have occurred. A teacher whose home is in Wakefield will doubtless be content to continue in our schools at a less salary than is paid in other places for the same grade of work. While this makes it possible for us to retain many good teachers other- wise beyond our reach, it does not justify taking an advantage of that fact to pay them less than their services are worth. The maximum salary paid grade teachers is no more now than it was several years ago, but the committee has adopted a schedule of salaries, which tends to do justice to those whose work is successful, by allowing a slight annual increase until the maxi- mum is reached.
Too great emphasis cannot be given to the question of having only good teachers in our school,-the best to be secured at the salaries paid. Pleasant school rooms, suitable books and sup- plies are important, but the vital influence of any school is the teacher. We need teachers broadly educated and professionally trained ; but education and training are no absolute guarantee of success. Nearly all lawyers are broadly educated and profes- sionally trained, but surely no one will contend that they are all equally capable or equally successful. So with teachers. It depends largely upon the natural adaptation of the individual for the work attempted. A teacher who does not enjoy her school work or who discovers her failure to make it a success should give it up and try something else. The welfare of the pupils must be the first consideration and the work of the school is far too important to be intrusted to any save thoroughly successful and capable teachers.
Our teachers are doing good work. Not all are doing work of equal value, but I think that nearly all are trying to do their best. It is because of their earnest, conscientious efforts that the work of our schools is so creditable.
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HIGH SCHOOL.
The present condition of the high school is most gratifying and reflects great credit upon Mr. Howe's wise management and upon the ability of his assistants. The spirit and discipline of the school is excellent, and the genuine enthusiasm shown by nearly every student is highly commendable. Attention is hereby directed to the principal's excellent and comprehensive report of the work of the various departments. This should be carefully read by all interested in the success of the school.
EVENING SCHOOL.
The school opened the first Monday evening in December and is still in session three evenings a week. The attendance on the first night was unexpectedly large and new pupils appeared on succeeding nights until the number became twice as large as we expected and we were finally obliged to announced that no more could be received. It was necessary to open additional rooms and to employ several more teachers than was at first expected. After the fifth month, as is usually the case in evening schools, the attendance began to grow less. As fast as numbers permitted we closed certain rooms and decreased our teaching force.
The course of study offered includes all the common elementary subjects and bookkeeping. About fifteen desired to take a course in stenography and typewriting, but the committee did not feel justified in furnishing a special teacher for this work. We were fortunate, however, in having some one at hand willing to take charge of this work without pay, and a class was formed with Mr. Michael Roach as teacher. In no part of the evening school work has greater interest been manifested or greater suc- cess achieved.
The majority of those attending have made very satisfactory progress and the earnest efforts and faithful attendance of many who are striving to acquire a reading and writing knowledge of our language would put to shame many a boy and girl who has wasted opportunities in an educational line which these never had.
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Statistics of attendance at the evening school up to February 11 is as follows :
Average membership 228
Average attendance 154
Percentage of attendance 67.5
Largest attendance . .301
Smallest attendance 40
HOME STUDY.
In the high school with one session and that so largely given to recitation work, much of the preparation of lessons must be made at home. This is true of all high schools attempting to fit for college in four years. With present college requirements the pressure has increased until some are beginning to suffer under the burden imposed. In view of this fact and because a few parents have expressed themselves as opposed to so much home study, I sent to each parent a printed circular containing certain questions relative to home study and a request for criticisms and suggestions in regard to any part of our school system. While many failed to answer the inquiries, yet a sufficient number were returned to warrant general conclusions.
The same circular was sent to parents having pupils in the three upper grammar grades and answers were received in nearly every instance. Certain questions were also answered by the pupils in the upper grammar grades and it is interesting to note their view of the situation.
In the grammar schools teachers have been requested to require no home study below the seventh grade, and in the seventh grade outside work is recommended to the pupils who are in advance of their class with a view of giving them a double promotion, and to those who need to do outside work in order to keep on with the regular class. In the eighth and ninth grades, it seems almost necessary to require that one daily lesson be prepared at home.
The time devoted to outside study by high school pupils varies from ten minutes to over five hours per day, and averages a little over two and one-half hours. It is interesting to note the small number who consider the health of the pupil injured by home
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work, only eleven making such a claim, and only eleven expressed a desire to have less work assigned and more time taken to cover the course. I think it safe to assume that the majority of stud- ents giving more than the average time to home study do so through their own ambition and not from necessity. This ambi- tion is most laudable, but if it leads to over-work parents must take the responsibility of regulating it.
The course of study is arranged to cover the requirements of the leading colleges, but there is no rule requiring students to do the work in a specified time.
The time devoted to home study by grammar school pupils varies from zero to two hours, with an average of thirty-two min- utes. I am in general sympathy with the objection to home study in grammar grades. At the same time I do not think the amount required is excessive, nor do I see how a limited amount can be avoided, if pupils are to be advanced each year and the work completed in due time. It is true that a greater variety of work is required in grammar schools now than in former years. This, together with the fact that the school day is shorter than it used to be makes home study necessary. At the same time I consider it the duty of parents, first of all, to safeguard the health of their children ; and if it becomes evident that home study is too great a burden in any case, it is surely the part of wisdom to have the child excused, even though it takes an extra year to complete the course. That only eleven report home study as injurious to the health of grammar school pupils indicates that no alarm is felt by the majority of parents. That one hundred and twenty express a desire to have their children go through the schools more rapidly and have more work is conclusive evidence that the course of study in our schools is not graded to suit the abilities of the brightest pupils, as many have supposed, but that it is graded rather more than it should be to meet the needs of the more back- ward pupils.
In any school system some cases of overwork will occur, but I am sure the number of such cases in our schools is very small. Dull pupils, those in poor health, those irregular in attendance, or those who have been promoted into grades in which the work is too difficult doubtless find the work burdensome. In such cases
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the remedy is to put the children into lower grades where the work may be satisfactorily done without danger. It would obviously be unjust to keep ninety per cent. of the pupils back for the ten per cent. who find the work too difficult. There is greater danger that bright, healthy children will not have enough to do than that any will suffer from overwork. The requirements of the course of study are such that the average child of fairly good health and regular in attendance can do the work and be promoted from year to year without injury to his health. Every year many bright pupils skip a grade and are thus able to com- plete the course in a year or two less than is allowed for it.
I print herewith some of the information gathered from the replies given by parents and children to definite questions asked. A study of this table will be of interest to any who have consid- ered this question. I am especially grateful to parents for their courtesy in answering the questions, and for the criticisms and suggestions offered. These deserve and will receive due consid- eration.
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TABULATED STATEMENT CONCERNING HOME STUDY.
PARENTS' REPORTS.
GRADES VII, VIII, IX.
HIGH SCHOOL.
No. who do not study at home.
40
66
" study at home ..
240
105
66
66
66
15
20
66
66
9
1
66
66
30
66
.
66
66
40
66
4
2
66
66
45
66
66
25
15
66
1} hrs.
3
5
66
6 6
66
3
66
6
66
66
34
66
5
66
4
66
4
7
66
66
66
5
66
66
5
66
over 5
66
66
Average No. of minutes per day devoted to study out of school hours ..
32
149
No. who report injurious effect on health. 66 whose children could do more home work
135
27
259
100
19
5
No. who would have children go through grades more slowly and have less work ..
28
11
No. would have children go through grades more rapidly and have more Work.
120
PUPILS' REPORTS.
No. made tired by home study
72
" who could do more home work without getting tired ..
145
who take music lessons out of school.
70
Average No. of hours per week devoted to study of music out of school.
No. who do other work out of school.
6 hr. 42 min. 167
No made tired by home study, who either take music lessons, or do other work out of school.
56
66
average 5 min. a day
10
66 66
12
1
18
1
66
66
95
76
4
66
66
1 hr.
66
56
11
.6
9
3
66
2
24
66
2%
1
66
4%
66
11
11
Health :- Good. Delicate
13
66
2
16
3
It is to be regretted that so few reports were received concerning the home study of high school pupils. It is only fair to assume, however, that the one hundred and fifty who did not respond are perfectly satisfied with present arrangements.
ATTENDANCE.
The per cent. of attendance this year is a trifle better than it was last year, but it is far from being satisfactory. We have made a special effort to secure good attendance, but this is a diffi- cult matter to manage. The truant officer has done effective work and the number of cases of truancy is comparatively few. During quite a portion of the year contagious diseases have pre- vailed to such an extent as to materially affect the attendance in certain schools, and made it necessary to close two buildings for !
5
14
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about two weeks. In many cases lack of shoes or proper cloth- ing has kept pupils out of school, but in cases far too numerous parents have been negligent in the matter of school attendance.
Following is the summary of the truant officer's report :
Number of visits to school buildings. 191
Number of cases investigated. 212
Number of cases of truancy. 34
Number of truants returned to school. 11
Number of truants reported to teachers. 5
Number of cases of negligence of parents. 102
Number of cases of sickness . 42
Number of cases left school to work .. 5
Number out of school for want of shoes and clothing 24
Number of cases reported to Sweetser Charity 7
Number of cases investigated for Superintendent. . . 5
Children found not attending school. 6
SCHOOL MANAGEMENT.
Generally speaking, our teachers are good disciplinarians. I do not mean that they always discipline to the entire satisfaction of all pupils and parents. While each teacher tries to be per- fectly just and impartial, it is hard to make people believe it, if their own children happen to be the ones disciplined.
In most cases good order is secured, not by intimidation and force, but the pupils are led to see what is right and yield a ready and willing obedience to necessary restrictions. This is one of the most important lessons a pupil can learn. Civilization and · society are constantly demanding that individual rights and pri- vileges shall be sacrificed for public good. The earlier this lesson is learned by the individual child the better. By our methods of discipline and teaching we try to inculcate the principles that underlie right living, self-government, and that tend to fit one to · become a law-abiding citizen in a free country. With a large majority of the pupils we are, in a measure, successful ; but I am sorry to say that there are may cases where, in spite of all efforts to the contrary, selfishness, rudeness, and an utter lack of con- sideration for the rights of others seem to be the ruling impulse of the child as soon as he is free from the restraint of the
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school-room. This is evidenced by numerous cases in which children utterly disregard the personal and property rights of citizens and sometimes are even rude and insulting to people on the street. The teacher should not be blamed that such is the case. She has done the best she could for the child, but street and home influences have much to do in moulding character. If the home influence is right in all respects, this, strengthened by the influence of the true teacher, will usually be sufficient to properly regulate the conduct of the child in all places.
Parents cannot escape a large share of the responsibility relat- ing to the moral, mental and physical welfare of their children. In most cases this responsibility is faithfully assumed. It should be in all cases, and there should be complete and harmonious co-operation between parents and teachers, for all are seeking the same ends,-the best good of the child. Far too few parents visit the schools to see for themselves how things are going. Neglect, if not indifference, is the rule with the majority until the child comes home with a tale of woe, in many cases imaginary, and then the parent is often inspired to pay the long neglected visit. Don't wait until you have occasion to come with critic- isms. The misunderstanding would doubtless have been avoided had you followed the work and conduct of your child more closely, and shown your good will and sympathy to the teacher as fully as she deserves it.
I quote the following from the report of Supt. Whitney of Townsend :
"Parents often ask, ' Are you giving us good schools?' It is fair for us to ask them a few questions.
" Are you sending us good children ?
" Are they trained to the habit of prompt obedience ?
"Are other duties and pleasures allowed to interfere with school work ?
" Are your children allowed to speak disrespectfully of their teacher ?
" When you speak of the teacher before them, do you remem- ber that she is a person of education, training, and good moral character ?
" Do you teach your children to understand that the habitual
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school offender bears the same relation to the school that the criminal does to the community ?
" The methods of school management have changed some, but there is today the same need of regular attendance, punctuality, obedience, accuracy, thoroughness and co-operation between home and school that has been referred to in report after report for the past fifty years."
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