USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1903-1905 > Part 33
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MEDICAL INSPECTION.
Since medical inspection has received attention in my last two annual reports it seems fitting that some of the latest facts should be given, and that attention should be directed again to the much needed municipal oversight of the health
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of school children with a view to check epidemics of con- tagious diseases and to discover defects which have a bear- ing on the physical and mental well-being of the pupils in our public schools.
During the past year the physician on our school com- mittee has willingly responded to all calls from teachers and superintendent to investigate cases in the schools where contagious, infectious or parasitic diseases were suspected. Upon his advice many such troubles in their incipient stages have been promptly dealt with. This, certainly, is in a measure responsible for the remarkable immunity this town has enjoyed from contagious diseases during the last twelve months; only thirteen cases affecting the schools having been reported to this office during that time by the board of health. This is a most forcible argument that medical inspection is practical and profitable.
The above mentioned physician has given this invaluable professional service to the town gratuitously. In behalf of those who have the welfare of our children at heart I wish to thank him.
In a circular recently issued by the Philadelphia board of health and board of education, when organizing their system of medical inspection, the objects of such inspection are concisely stated :
(1). The identification of all pupils requiring medical care.
(2). The prompt exclusion from school of all pupils suffering from transmissible diseases.
(3). The exclusion from school until appropriate medi- cal treatment has been begun of all pupils suffering from other than transmissible diseases.
(4). The detection of defects of sight and hearing and of deformities that may be corrected or improved by medi- cal aid.
The State law compels children to attend school where
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they may be brought into contact with contagious diseases. It is manifestly a duty which the State owes its children to shield them from harm. From any standpoint, it seems to me, the well-being of the community at large would be sub- served by systematic medical inspection of our schools.
Such inspection was begun in Europe in 1800. In this country Boston first adopted daily medical inspection in 1894, as a result of an unusual prevalence of diphtheria. Soon after New York, Philadelphia, Chicago and Milwaukee instituted a system. In this State at the present time, as far as I have been able to learn, there is a partial or com- plete system of medical inspection in Arlington, Andover, Boston, Brookline, Cambridge, Danvers, Marlboro, Malden, Newton, New Bedford, Plymouth, Waltham, Watertown and Worcester.
For the sake of our children, and from the economic standpoint of preventable losses from sickness, deformity and death, I recommend this matter for earnest considera- tion.
MANUAL TRAINING.
In our manual training department are sewing and sloyd. Miss Sarah M. Aldrich, for two years the instructor of sloyd, left us last September to accept a similar position in the Boston public schools at a large increase of salary. Miss Aldrich was a valuable teacher for us. She worked hard and faithfully for her department and succeeded in raising it to a high standard of efficiency.
At the present time the supply of good sloyd teachers is very limited. The committee was most fortunate in secur- ing for this important position Mr. Arthur W. Trubey, who is a skilful worker in both wood and metal, and has received a thorough preparation to teach sloyd. Mr. Trubey has taken hold of the work with a will and his success seems assured.
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Although sloyd has become firmly established here, it is still misunderstood. One can get a fair idea of what the work is by calling at the sloyd room where about 220 pupils receive instruction in this subject. I am certain that per- sonal observation will convince the most skeptical of the value of this work. Visitors are always most welcome.
Gustaf Larsson, principal of the Sloyd Training School, Boston, a teacher who is doing much for the cause of educa- tion, thus defines sloyd : "Sloyd is tool work so arranged and employed as to stimulate and promote vigorous, intelli- gent self-activity for a purpose which the worker recognizes as good.
"The aim of sloyd is to provide for the harmonious de- velopment of children during the formative age from eight to fifteen."
The exercises are always applied on objects the use of which can be thoroughly appreciated by the worker. No- body questions the value of teaching pupils the proper use of fifty or more hand tools, requiring a high degree of mus- cular control, in making such useful articles as the penholder, hat-rack, bread-board, tabouret, etc. The utilitarian side is important ; still more important is the moral and mental culture which may be derived from this essential department of education. A prominent educator said recently : "Pres- ent education appeals for the most part simply to the intellectual aspect of our natures, our desires to learn, to accumulate information and get control of the symbols of learning : not to our impulses to do, to create, to produce, whether in the form of utility or of art." Herbert Spencer said that "education is a preparation for complete living." The altruistic aim of education is the development of power beneficent to the social organism. When man was created, to him was given power to create in his turn. Every child finds his highest joy in creation. Sloyd helps to the reali- zation of that joy by pointing the way of fashioning the material at hand into simple objects of beauty.
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We have gone by the period when the three R's were considered sufficient for the accomplishment of an education. To the three R's have been added the three "royal H's, the Head, Heart and Hand." One can never be well educated by means of books alone. Words can never take the place of things. Sense and motor ideas are the foundation of all knowledge. Sloyd gives correct motor training since it measures, co-ordinates and controls muscular activity. The head or brain is the controller of all motor activity ; hence, when the muscular system is trained by means of appropriate exercises the motor areas of the brain are un- dergoing a process of development. Indeed, sloyd devel- ops the highest intellectual powers, since it requires in its application the planning and making of something by logical and well-chosen processes.
That which he creates with high effort the child loves. He rejoices in the work of his own hands. It is natural for the child's heart to be in his work when he recognizes that he is really doing something worth doing. Another of the many advantages of sloyd is that it teaches the child to look ahead and to be more thoughtful ; that results must be con- sidered before action. Careful planning, exact measure- ments, accurate work impress upon him the importance and the habit of carefulness, patience and accuracy, and the moral lesson of truthfulness and justice inspired by the perfect square, tight joints and matched parts cannot be overlooked.
Before leaving the subject of manual training I should like to call attention to the advisability of adding to this department the subject of housewifery science whenever our finances will permit.
In the case of boys it is difficult to find any calling which all will eventually pursue. With girls it is entirely differ- ent. There is one calling which is a part of the future of every girl, almost without exception, no matter whether she
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is rich or poor, whether she marries or not, her life certain- ly will include to a greater or less extent housewifely cares, and it surely will remain so as long as society is organized on its present basis.
Sewing is taught in our schools, and this is a long step in the right direction. Other branches of domestic science, such as cooking, home decoration, sanitation and hygiene, simple principles of nursing, etc., added to the department of manual training would do much toward giving the girls useful aptitudes to perform efficiently the duties which maturity will bring. We must believe, with Miss Frances Willard, that "the mission of the ideal woman is to make the whole world homelike," and that " bad cooking is re- sponsible for much crime." It may be said that girls should be taught household arts at their homes. They are not so taught, however, and it is manifestly the duty of the school to consider things as they are, and to train our girls to fulfil successfully their mission in the social organism. This line of education would not detract in any degree from a girl's efficiency in any of the activities of life she might engage in ; on the contrary, it would increase her power to do good service to humanity, and put her in better accord with her environment.
I know that all of these things cost a good deal of money, and that the town is oppressed with a burden of debt, but in the proper education of our children we have a responsi- bility that we must meet, and it is the duty of all who have at heart the future welfare of the community to consider carefully the best methods of education and adopt them as far as circumstances will permit.
GIFTS.
The following gifts to our schools during the year have been reported to this office. For these, and for any others to which my attention may not have been called, we are
289
very grateful, and in behalf of the schools I wish to thank the donors :
To the Lincoln school : A cast of "Mercury Running," from pupils of the fifth grade.
To the H. M. Warren school : A picture of Lincoln, from Major W. N. Tyler. A picture, " Bridge and Castle of St. Angelo," from the graduating class of 1904.
To the F. P. Hurd school: $30, the income of the " Nancy White Hurd School Fund," is now available for maps, books of reference, etc.
To the Franklin school : A silk flag, from the Woman's Relief Corps.
To the Woodville school : A silk flag, from the Woman's Relief Corps.
To the Montrose school : Two rock maple trees (Acer saccharinum), planted, from the Montrose Reading Club.
To the teachers : Subscriptions to " The School Physiolo- gy Journal," from the W. C. T. U. Copies of " Salutes to the Flag," from the W. R. C.
Giving to the public schools is most commendable. To those who are inclined to give, I suggest that they make donations of such things as cannot be supplied from the public appropriations. Pictures, statuary, flowers, books of reference, wholesome reading, musical instruments, and money are most acceptable as gifts. The good which gifts of the above nature will do cannot be estimated. The effect upon the life and character of children, of surrounding them with refining influences is most beneficial. Anything which tends to produce a higher type of citizenship is a worthy object for private generosity.
SCHOOL EXHIBITION.
As a rule I do not approve of special school exhibitions. The good accomplished is hardly commensurate with the effort and expense involved. Preparing for an exhibition
290
must in some measure interfere with the regular work of the schools for several weeks. A better idea of what the schools are doing can be gained by personal visits to the several departments when the pupils and teachers are en- gaged in their daily tasks. Parents and other visitors are always welcome, and we should be glad to receive calls very often. We hope that no one will be offended if he receives little attention from the teacher in charge during a call. Our teachers are not permitted to change their programs, or to leave their work for lengthy consultations with parents during school hours. The best time to see teachers is at the close of the day's session, and it is hoped that parents will avail themselves of this opportunity in all cases of mis- understanding.
Last June a special invitation was sent to the parents of every pupil in the public schools below the High to attend an exhibition of school work. The object of the exhibition was not to display the best work, but samples of work from every pupil. Many who attended have told me that they were well repaid.
This year no exhibition will be given, as the interruption of the regular work makes it inadvisable to hold one oftener than every other year; therefore, parents are urgently requested to keep in touch with their children's school work by frequent calls.
COURSE OF STUDY.
On pages 293, 294 and 295, the list of subjects taught in our schools from the first grade through the High is printed. On the timetable for the schools below the High the number of minutes per week given to each subject is indicated. On the course of study for the High school the number of periods per week devoted to each subject is given. The length of the period is about forty-five minutes.
I confess that I am perplexed at times as to the proper
291
subjects to be taught and the proper amount of time to be given to those subjects. There is this assurance, however, our schools are pursuing practically the course of study that is pursued by all of the schools of this State. We are at least following along lines approved by consensus of opinion of educators who for years have made school curricula a study.
Societies are multiplying, having for their object the dis- cussion of problems relating to the intellectual well-being of the community. It is not strange, then, that there should be many calls for the modification of the course of study in schools. Often impatience is manifested because school authorities delay the engrafting of special features upon the school curriculum. Occasionally there is a strong demand for practical studies, arithmetic being regarded as the chief one. Others urge that too much time is now given to this study, and that algebra and geometry should be substituted therefor in the higher grammar grades. The introduction into grammar schools of Latin, French, German and Span- ish is urged. Many urge the importance of nature study, and the necessity of a special teacher in this branch. Recently a number of mothers called on me urging me to do everything in my power to secure a special teacher for phy- sical culture. Again, skilled instructors in penmanship are demanded. Very many have urged that manual training is the most important part of a school curriculum. There are those who contend that the so-called scientific temperance instruction with special reference to the injurious effects of alcohol and narcotics upon the human system, should receive the maximum amount of time given to any subject. Kin- dergartens, day nurseries, vacation schools and evening schools are demanded. Some even demand that the High school course shall embrace many subjects taught in college, and so on. The advocates of each particular subject believe
292
that they have discovered the panacea for all the evils inherent in the school system.
In all of these matters it has been my aim to maintain a conservative attitude. Effects upon the conduct and char- acter of pupils and results have to be considered before action, otherwise there might be foisted upon the schools grievous follies in the way of educational vagaries. When anything is proved to possess actual merit, and its intro- duction would not crowd out something of greater merit, it will have all of the support I am able to give it.
CONCLUSION.
In conclusion I wish to pay tribute to the efficiency and loyalty of all with whom I have been associated in the performance of my duties. There have been manifested at all times frankness, cordiality, earnestness and willingness, and in every case there has been the desire to carry out as wished any measure for the good of the service.
I thank the school committee for the support so freely accorded me during the past year, and give assurance that it will be my earnest endeavor to merit the continuance of that support.
This report and the reports of the heads of departments are respectfully submitted.
ALFRED C. THOMPSON,
Superintendent of Schools.
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TIME-TABLE IN MINUTES PER WEEK.
Ist Year.
2d Year.
3d Year.
4th Year.
5th Year.
6th
7th Year. Year.
8th Year.
9th Year.
Reading
755
645
520
360
230
180 300
150 230
230
140
Algebra.
120
Language and Grammar
90
90
90
150
150
200
200
200
200
Geography
20
30
180
180
180
150
150
100
History and Civics
20
20
30
40
60
60
140
140
190
Spelling
60
90
90
100
100
100
90
90
90
Writing
60
60
60
60
60
60
60
60
60
Latin .
60
60
60
60
60
60
60
60
60
Music
60
60
60
60
60
60
60
60
60
Man. Training, Sewing, Sloyd.
60
60
120
120
120
Nature Study
30
30
30
30
30
30
30
30
30
Physiology
25
25
25
30
30
30
30
Manners and Morals.
25
25
25
25
25
25
25
25
25
Physical Culture
30
30
30
30
30
30
30
30
30
Recesses
200
200
185
100
100
100
100
100
100
Opening Exercises
25
25
25
25
25
25
25
25
25
Totals
1500
1500 1500 1500
1500
1500 1500 1500
*1500
60
120
240
280
300
150
150
Arithmetic
(150)
Drawing
150 minutes for Latin not included.
Bookkeeping may receive one-half the time assigned to writing in the ninth year. Latin, which is optional in the ninth year, may receive 150 min- utes a week, the time to be taken from Language and Grammar. It is desir- able that pupils who expect to enter the High School should elect Latin unless they have some good reason for not doing so.
294
COURSE OF STUDY. FIRST YEAR.
COLLEGE
COURSE WITH LATIN
ENGLISH
COMMERCIAL
Algebra 4
Algebra 4
Algebra 4
Latin
5
Same as College
Civics. 2 Civics
2
History, Greek,
Botany 3 Botany 3
and Roman .. 3
Course.
History,
Greek
Arithmetic.
3
English .. 4
and Roman .. 3 English 4
Drawing (optional) 1
English 4 Drawing(optional) 1
Drawing (optional)
1 Penmanship
1
SECOND YEAR.
English
3 English
3| English
3| English 3
Geometry
4 Geometry
4 Geometry
4 Geometry 4
Latin
4 Latin.
4 Physics
4 Physics 4
French
4 French
4 French
4 Book-keeping 4
Greek .
5 General History. 3|General History 3 General History 3
Drawing(optional)
Drawing(optional) 1|Drawing (optional) 1 Drawing (optional) 1
THIRD YEAR.
Required.
English (College)
1
English
3
Elective.
Book-keeping 5
5
Greek
5
Commercial Arithmetic. 3
French 3
Spelling and Correspondence. 2
German .
4
Penmanship 2
Geometry .3 or 2
Typewriting 2
Algebra
2 or 3
Drawing
1
FOURTH YEAR.
Required.
English .
4
Declamations 0
Elective.
Latin 4
Greek
4
Spelling and Correspondence 2
French 3
Penmanship 2
German 4
Typewriting 4
Solid Geometry 2
Drawing
1
Music is required of all pupils. Military drill is optional with English Grammar in the first three years.
Physics 4
History, American. 4
Chemistry .
4
Commercial Geography 3
Stenography . 4
Commercial Law .. 3
3
Physical Geography, 1-2 year
4
Geology, 12 year
Astronomy
5
Stenography .
Latin 4
History, Greek and Roman 3
History, English .
295
FIRST YEAR COLLEGE COURSE.
The course below has been adopted to accommodate those pupils who, for any reason, wish to spend more than the regular four years on their preparation for college.
1ST YEAR
2D YEAR
3D YEAR
4TH YEAR
5TH YEAR
Algebra
4 Geometry. 4 French
4 French ... 3 French ... 3
Latin
5 Latin .
4
[with 2d year]
[with 3d year]
[with 4th year]
History
3 Greek .
5
Latin
4 Latin ... 4 Physics. .. 4
Greek'
5 Greek . . . . 4 Geometry. 3
English
4 English .. 3
English
1 |English ... 4 Algebra .. "2
Drawing(optional)
History
3
Reviews .. 3
Greek and Rom.
NOTES.
The figures at the right of the studies indicate the number of recitations per week in that subject.
To receive a diploma a pupil must successfully do the work of some one of the courses laid down for the first two years, and also work covering sixteen periods per week for the third and fourth years of the course.
Drawing, Penmanship and Typewriting, requiring little or no preparation, are rated at one-half the value of other studies. In making up the sixteen periods of work, two periods of these subjects will count as one.
Pupils electing Book-keeping and Stenography will also take Spelling, Correspondence and Penmanship. In ad- dition, those electing Book-keeping should also choose Com- mercial Arithmetic, and those electing Stenography, Type- writing.
Only those pupils electing Book-keeping or Stenography will be allowed to select the other commercial subjects.
Pupils of the third year class electing three languages should choose the "College English."
In case the number of pupils selecting a subject is not sufficiently large or if the arrangement of the daily pro- gram does not allow, that subject will be withdrawn.
No change of subjects can be allowed after choices have been once made.
Pupils preparing for college should consult the Principal before making their choice of subjects.
296
High School Principal's Report.
TO THE SUPERINTENDENT OF SCHOOLS :
Sir :- I have the honor to submit my tenth annual report, and the thirteenth in the series of High school principals' reports.
TEACHERS.
During the past year the following teachers have left the service of the town : Miss Searle, who is now teaching in the Hope Street High school, Providence, R. I., Mr. Cush- ing, who, after a very successful year, accepted a position in the Waterbury, (Conn. ) High school; Mr. Dwyer, of the Commercial Department, who sailed in the latter part of June for Constantinople, where he became treasurer of Robert College and Professor of Finance ; Miss Wilkins, retiring for Graduate work, and Miss Nye and Miss Hol- land, who are no longer teaching.
The places thus made vacant were filled by the appoint- ment of the following: Mr. L. L. Workman, a Colby University graduate and teacher of experience in Colby Academy, New London, N. H .; Mr. Franklin Crosse, Dartmouth College, A. B. and A. M., Department of Ger- man and Pedagogy, and teacher in Hanover, N. H., High school ; Mr. C. H. Mumma, a graduate of Millersville Nor- mal school, and a teacher of experience in Commercial work ; Miss Clara H. Frederick a graduate of Vassar, and teacher in Mendon High school, and Miss Flora Marshall, a Wakefield High school graduate, class of 1904.
GRADUATION EXPENSES.
In the past five or six years comment, more or less pub- lic, has been passed upon the expense incurred by gradua- tion classes in connection with the exercises of graduation and the reception given by the class. The opinion that
297
these expenses have been needlessly large and burdensome has been somewhat frequently expressed and also that some have been deterred from attempting to graduate owing to the excessive expenditure involved. With a view to ascer- taining just what the facts of the case are, a series of ques- tions was recently sent to the members of the class of 1904, asking them for information concerning the cost of the graduation exercises and reception of last June. The ques- tions covered the entire cost of graduation, including dress, flowers, class dues, class pictures, hack hire, and presents received. The circular also solicited an expression of opinion as to the desirability of reducing the expenses of the reception, and also of doing away with flowers at grad- ยท uation.
Although in the circular I declaimed any intention of going into detail in my discussion of the graduation expen- ses, yet I am sure that I shall be pardoned for presenting a few totals from the returns. The sum expended for gradu- ation and the reception, including the items enumerated above, amounted last year to twenty-five hundred dollars ($2500), for a class of 55, or an average of about $46.00 per graduate. There is no reason to believe that this aver- age is larger than it has been for several years past. By far the larger part of this amount was for dress, of course, and cannot be altogether charged to graduation expenses. It seems, however, a very fair question as to whether the amount is not too large.
From a careful consideration of the returns the following conclusions seem warranted.
FIRST. The custom of giving flowers at graduation should be discontinued. For a class of fifty-five, the cost last year was about two hundred and twenty-five dollars, or an average of four dollars per member. Their over-abund- ance precludes any display of their beauty and in their dis- tribution, at the close of the exercises, the feelings of those
298
who have been overlooked are sure to be hurt, while, on the other hand, in some cases, the annoyance that comes from the prominence due to the receipt of an excess is very real. I can see no valid reason why the custom should be con- tinued. Considerably more than half of those making returns concur in this opinion. The School Committee by vote could well dispose of the custom.
SECOND. Some modification should be made in the cus- tom of exchanging class pictures. At the present time each member exchanges with every other. When the classes were small the expense was light, but as the classes have increased in size the expense has become correspondingly larger for each pupil, until now not much less than $10 (if any), is required to meet this demand. It is a fact that, as classes increase in number, there is a tendency for them to divide into groups, composed of those who are more or less intimate, so that oftentimes a single individual has little more than speaking acquaintance with perhaps the majority of the class. In the past when classes were smaller, all were well acquainted with each other, a good reason why each should exchange pictures with the entire membership, but under present conditions there seems no good reason for the general interchange that now obtains.
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