USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1905-1907 > Part 19
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ness for knowledge. The teacher's profession does not stop at her desk, or end with the book ; she is not simply the drillmaster, placed before her class to show her superior knowledge ; she is the one who develops the whole child, helps him to develop his power, and makes him better able to grapple with the real problems of life. Real teaching is no different today than formerly, yet there is today a broader conception of the real meaning of the term, and consequently broader and more comprehensive work is done in the schools. The teacher who is willing to study not only subject matter of class work, but also the pupils that she may present the subject to the class in such a manner that the dullest as well as the brightest pupils may understand, has caught the true spirit. This is the individual who is found ready to accept criticism and suggestion. To teach a child is the most sacred calling on earth, and unless we as teachers fully realize this and bend every energy to make ourselves in some measure equal to the task we should not attempt the work.
MORAL INSTRUCTION.
The pupils in our schools are to become the men and wo- men of the future. The every day life of the teacher, her conduct in the school and out, her personal contact with the boys and girls whom she would instruct mean more than is often realized. Moral instruction, then, does not come from long lectures upon principles of ethics. The attitude toward daily requirements, the habit of allowing an inaccurate or poorly learned lesson to pass by unnoticed, the inability to hold pupils to a full responsibility for their work whatever it may be; habits of carelessness in manner on the part of pupils both as to their relation to the teacher and to other pupils ; permitting extravagance and carelessness with books and other public property. All these tend to lower the standard of morals. Pupils who go from our schools with these habits of carelessness and extravagance as well as dis-
372
respect for authority and for the rights of others have not by any means a proper sense of their moral obligations to society.
CHANGES AND SALARIES.
Some teachers place too little consideration on their obli- gations to the school by continually changing. This not only works injury to the school but also to the teacher her- self. The one who will change at a moment's notice estab- lishes a reputation for inefficient service. While this is true and teachers have their reputations to sustain, still they are not wholly to blame for repeated changes so long as a greater remuneration for services is secured by a change of place. The laborer is worthy of his hire, and when communities fully realize the importance of this fact fewer changes will occur. Teachers ought to be able to live as their position demands. We demand that they shall have certain qualifi- cations educationally, also professional training and experi- ence as well as culture and refinement-these demands are none too great, but it should then follow that their services be given ample consideration. The teacher should be able to secure good board, suitable clothing, necessary books and other helps, she should attend an occasional concert or other entertainment, able to spend a season in summer school, or travel during the long vacation for pleasure and profit,-all these will better fit her for work and give to the schools a service that would be highly appreciated. This is not a philanthropic idea, but simple justice. The average salary with us is about $475 or less per year of 10 months. De- duct from this the price for board and other necessary ex- penses for the ten months and we find considerably less than $75 for expenses during two months when she is earning nothing. A full realization of this on the part of every community would place teaching on a higher plane and would render greater service to the schools and, without question, better the community.
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SCHOOLS IN GENERAL.
The crowded condition of the first primary at the Lin- coln School demanded immediate relief at the beginning of the school year. The grade was therefore separated into two divisions A and B; the B division assembles at open- ing of the morning session and remains until 10.15; at this time the À division comes and remains until noon., The teachers therefore have the opportunity to concentrate all their efforts upon a few at each period and give instruction in Reading and Language with busy work. At the opening of the afternoon session the whole grade assembles, number- ing 71, and remains one hour. During this session general work, such as drawing, writing, etc., is the order. There have been no complaints from patrons in regard to the prog- ress of the children, and it is found that quite as much has been accomplished and can be, as under the plan of a longer session for all. It seems to be conclusive evidence that shorter sessions, with concentration of effort, and a longer period during the day for the children to be out of doors and at play will accomplish quite enough, and the measure of progress will be as great if not greater than it is with a long session.
In the same building it was found necessary to relieve the pressure in some way in grades 5, 6 and 7 owing to the increased registration. Instead of forming new schools, one extra teacher was provided whose duties are to assist back- ward pupils in each of the three grades. This is a system of individual instruction. The regular teacher devotes the greater part of her time to class teaching, noting the differ- ent pupils who need special help in the different subjects- especially in Arithmetic, English, Geography or Reading. These pupils are helped by the extra teacher either at their seats or in groups of three or four at the desk, while the regular teacher is continuing her work with another division. No confusion is noticed, and much good has been accom-
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plished, Pupils, thought to be at first dull, have shown a marked improvement, and interest in their work is increas- ing. They are showing that this individual help, is just the thing needed to bring them up to grade. I am convinced that more individual instruction is needed in our system that every program should be arranged so that one period at least is set apart to give pupils individual help.
In the Greenwood School, the 8th and 9th grades are in the same room, and in charge of the Principal. Owing to the increased attendance in these grades it was impossible for the Principal to conduct the work and still assume the duties of Principal of the building. The Committee there- fore secured a teacher who is responsible for certain classes, which relieves the strain upon the Principal. Careful con- sideration of the matter evolved the plan of allowing this teacher to be responsible also for certain classes in the Franklin School. This plan gives full time to the teacher, and divides the work between the two buildings ; also gives to the Principal of each building an opportunity to perform some of the legitimate duties of the position. Every Prin- cipal of a building of eight rooms or more should have opportunity to supervise the work of the building. The duties of a Principal do not stop or should not stop with supervision of grounds and building and the general discipline.
READING.
It has been thought wise to place the system of reading on a different basis. This arrangement establishes one or two series of readers which is carried throughout the grades ; to this is added a list of supplementary reading for every grade. The plan, however, prescribes the list which shall be read ; in each room of the same grade and opportunity will be given to read at least five books during the year. The supplementary reading will be arranged so as to sup- plement the English work continued in the High School. The variety of the reading matter is intended to give inter-
375
est to the subject, according to the grade. The Committee has voted to adopt the plan, and already the work has been arranged for the 6th to the 9th inclusive, and the remaining grades will be arranged for as rapidly as possible.
HIGH SCHOOL.
This department of our public school system is in a most healthy condition. Under the management of our efficient Principal, Mr. Howe, the school has attained a standing among others in the state of which we may justly feel proud. The present enrollment is 320, and in a community of less than 12000 inhabitants this is indeed remarkable. It shows that the people are awake to the fact that a higher educational training is demanded. Nearly 3 per cent of the population are to be found in the High School, and nearly 16 per cent of the present school enrollment. One reason for this large attendance, and it is none too large, is the fact that our High School is aiming to fit the work to the needs of the pupils. In the former high school the pupil was made to fit the school, which tendency stunted the growth intellectually of a majority of those who entered, conse- quently many fell by the wayside and the school became merely a fitting school for the few. The High School is recognized today as the natural goal for all who enter the public schools. It therefore should be so arranged that no boy or girl will feel that he has done his duty to himself and to the Commonwealth until he has at least completed a High School course. Every course offered in this department then should be of such a nature as to give the pupil that educational training and development which will fit him to continue his education in some higher institution of learning, and at the same time should he be compelled to stop at any point, his education will be such that he can easily adapt himself to his environment and become a useful citizen. No system of education fulfills its true mission unless there is a natural easy step from the grammar school into the
376
High School, and from the High School into the higher in- stitutions of learning. The present condition of the trades and professions demands stronger intellectual training than in by gone days, therefore our high schools must be equal to the demands. Encouragement and opportunity then should be given to all. Furthermore it seems to me that a high school the size of ours needs the constant care of the Principal. His duties should be largely that of supervision and direct consultation with pupils regarding their needs, and in this his services are of untold value. His person- ality must be felt in every part of the school, therefore, but a small part of his time should be given over to teach- ing; if this be the order he is able to attend to the needs of many pupils, who otherwise would suffer. While it is proper and wise for him to do some teaching, still for the best interests of the school he should not be responsible for more than one period a day in the class room. His close contact with the school throughout, an immediate and direct knowledge of each teacher's work, a personal acquaintance with parents and pupils-these are worth much more to the community than it is for him to give his whole time to teaching.
In regard to the immediate work as carried on in the High School and the specific needs of the department I commend to your careful consideration the able report of the Princi- pal, Mr. Howe, which follows. In this report Mr. Howe calls attention to matters which need your immediate atten- tion.
377
High School Principal's Report.
To the Superintendent of Schools:
Sir :- Following is my eleventh annual report and the fourteenth in the series of High School principal's reports.
GRADUATION EXPENSES.
An earnest effort was made by the class graduating last June to reduce the expenses attendant upon the exercises of graduation and reception. The attempt was attended by a good degree of success, the amount required in the way of class dues being reduced much below that of the last half dozen years. The authorities of the school have done all that they can rightfully do in the way of reducing the ex- penses of graduation, and it is earnestly hoped that the par- ents of the members of the graduating classes may now in- terest themselves actively, and see to it that no undue and unnecessary burden is laid upon them.
DRAWING.
I wish to call your attention anew to my remarks upon this subject in my report of last year. The number electing drawing this year is nearly one hundred, or approximately one third of the entire school. To compress the work of this number into two-thirds of a day as is necessary at present is a difficult undertaking. There seems to be no reason for thinking that the number electing this subject will be smaller in the future. On the contrary, the indications are that the demands upon this department will increase.
Our pupils who enter the Normal and Technical Schools and the Scientific departments of the colleges are required
378
to be proficient in drawing. It is my conviction that the services of a teacher for a full day, at least, each week are necessary, if this department is to meet adequately the de- mands upon it.
FOOTBALL.
In view of the unsettled status of the game throughout the country, the informal vote in a meeting of representa- tive boys of the Athletic Association, to the effect that it is wise to discontinue football for a year at least, is conserva- tive. For some reason the game is not of such public in- terest in Wakefield as baseball. To support it, entails such a drain upon the treasury of the Association, that baseball, in which we manifestly excel, suffers. From the financial standpoint, the action foreshadowed in the informal vote is wise. In this connection I desire to express briefly my at- titude towards this game in particular and athletics in gen- eral. It is my opinion that football is not a high school boy's game. For a rapidly growing boy of sixteen or seventeen undergoing the change, mental and physical, in- cident to this period of life, to submit himself to the abnor- mally severe strain attended upon the game is, to say the least, hazardous. As to school athletics in general, while I heartily believe in them, at the same time, I depre- cate the nearly exclusive attention paid them by too many students to the great harm of their legitimate work. It is well to bear in mind that athletics, debating societies, school papers, and the like are incidental only, and must not be al- lowed to crowd, in the slightest degree, the work for which the school is maintained. The moment they do, they be- come injurious to the life of the school. Watchful and sympathetic oversight of those who take part in athletics on the part of all concerned, parents and teachers alike, to de- tect any falling off in lessons is necessary, and on the first appearance of failure, steps should be taken to withdraw
379
such pupils from participation in school games. Athletics must help the school in its work, or their existence is not justified.
COMPARATIVE MEMBERSHIP.
The chart below exhibits the comparative membership of the school from year to year, from 1880 to June of last year. The membership of this year, June 1905-6 is not in- cluded as the year is incomplete. The figures will undoubt- edly show an increase as the enrollment since September is the largest in the history of the school. .The chart also shows, by means of the broken line, the cost per pupil for instruction each year. I would call your attention to one or two facts brought out clearly by the chart. First, as the school has grown in numbers, the cost per pupil has shown a tendency to become more nearly uniform. Second, the cost per pupil for the last twelve years, during which growth in numbers has been most rapid, has been lower than pre- viously and below the average of the 27 years.
.
1880 '81 '82 '83 '84 '85. '86 '87 '88
'89 % '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '0)
$40
400
39
390
380
38
370
36.
37
350
340
36
330
320
35
310
34
290
33
270
32
250
3,
230
30
210
200
29
190
170
28
160
150
140
130
120
110
100
.
90
80
70
60
Sol
Cost per pupil for instruction exclusive of drawing and music
380
8
02
'09 10
'02
'03
'0
Average Membership
280
1
260
240
220
200
381
NUMBER OF PUPILS PURSUING THE DIFFERENT BRANCHES OF STUDY, SEPTEMBER, 1905.
First Year.
Second Year.
Third Year.
Fourth Year.
Total.
English
121
98
45
58
322
Latin .
30
35
10
11
86
Greek.
.
..
7
22
French
. .
50
22
23
95
German
121
11
. .
132
Geometry
. .
98
13
10
121
Arithmetic .
73
57
14
. .
71
Botany
91
63
. .
18
81
Chemistry
. .
. .
28
28
Geology.
. .
. .
10
. .
10
History
44
83
19
28
174
Stenography
. .
..
22
19
131
Correspondence
. .
22
21
43
Singing
121
98
45
58
322
Drawing
53
26
7
13
99
Typewriting. . .
..
22
18
40
.Com. Geography.
·
.
. .
7
7
. .
89
Bookkeeping
91
. .
91
Civics
. .
91
Physics
22
18
40
Penmanship
90
15
1
26
Algebra.
. .
15
16
382
PERCENTAGE OF PUPILS PURSUING THE DIFFERENT BRANCHES OF STUDY, SEPTEMBER, 1905.
First Year.
Second Year.
Third Year.
Fourth Year.
English
100
100
100
100
Latin.
25
36
22
20
Greek
15
..
12
French
. .
51
50
40
German.
12
Algebra.
100
24
..
Geometry
..
100
29
17
Arithmetic . .
60
58
31
..
Botany
75
. .
..
Civics
75
. .
. .
Physics .
. .
64
. .
31
Chemistry
50
Geology
..
85
42
50
Stenography
..
..
50
31
Penmanship
74
. .
50
33
Correspondence
. .
50
36
Singing .
100
100
100
100
Drawing).
44
26
15
22
Typewriting. .
50
31
Com. Geography
12
. .
. .
22
..
History ..
.
36
. .
33
36
..
Bookkeeping
383
1901.
1902.
1903.
1904.
1905.
1906.
Number graduated.
33
50
51
55
57
58*
Av. age of Senior class at grad'n
00
184%
1827
1812
1812
182
Senior class, February .. .
33
50
51
56
59
58
Senior class, when entered.
57
84
105
94
115
95
Junior class, February .
52
61
59
67
65
42
Junior class, when entered.
84
105
94
115
95
75
Second year class, February .
78
74
84
76
55
90
Second year class, when entered 105
94
115
95
75
112
First year class, February .
90
105
94
73
105
113
First year class, when entered . .
94
115
95
75
112
121
*Estimated.
The dark-faced figures of the table exhibit the membership of the present senior class throughout its course.
Yer
384
MISCELLANEOUS.
The following pupils, members of the class of 1905, have entered higher institutions :
Ethel M. Flanders, University of Colorado, Boulder, Col.
Irene M. Hawes, Sargent School of Gymnastics, Cam- bridge.
Bernice E. Hendrickson, Florence L. Moore, Gertrude Dinan, Harlan B. Peabody, Salem Normal School.
John C. O'Connell, Boston College,
Edward O. Proctor, H. Mason Southworth, Yale Univer- sity.
Florence L. Brown, Normal Art School.
Henry F. Miller, 2d, Mass. Inst. of Technology.
Rena S. Oliver, Boston University.
Edith M. Temple, Boston Normal School of Gymnastics. Cyrus N. White, Dartmouth College.
Joseph E. Harrington, University of Rochester.
John C. O'Connell has been the recipient of a substantial scholarship in Boston College, won in a competitive exam- ination.
The class gift of the class of 1908 comprised the following pictures :- "The Lifeboat " by Haquette, Millett's " The Gleaners," and "The Duchess of Devonshire" by Gainsbo- rough.
Respectfully submitted,
CHARLES H. HOWE.
1
385
Graduating Exercises, High School, Class of 1905.
Town Hall, Wednesday Evening, June 28, 1905.
PROGRAMME.
Overture
Chorus-Let our Voices be Glad Lecocq Salutatory Essay-" When did Woman ever yet invent?"
IRENE MINNETA HAWES.
Oration-A Turbulent Republic
PERCY SHERMAN HINCKLEY.
Chorus-With Horse and Hound Caldicott
Honor Essay-Storied Windows
BERNICE ELVIRA HENDRICKSON.
Recitation-As the Moon Rose Phelps
ANNIE REYNOLDS MCKEON.
Semi-Chorus-The Bells of Seville . Jude
Oration-An Ancient Mariner
GEORGE ANDREW SHEEHY.
Recitation-Lucius Junius Brutus over the Body
of Lucretia Payne
EDWARD OTIS PROCTOR.
Chorus-Oh, Italia, Italia, Beloved .
From Donizetti's "Lucrezia".
Recitation-Capt. January's Story to Star Bright Richards MARGUERITE DOROTHEA VERNE. Chorus-Good Night, Thou Glorious Sun Smart
Valedictory
EDWARD OTIS PROCTOR.
Presentation of Diplomas, CHARLES E. MONTAGUE, M. D., Chairman of School Committee
Class Song
Benediction
REV. C. GUY ROBBINS
386
MOTTO : Strive and Succeed.
CLASS SONG.
EDWARD O. PROCTOR.
Once again, before we part for'er, Once more, we clasp the hand ; Dwelling on the mem'ries of the past, At the Future's gate we stand. We think of happy days Wherein happiness was rife, When we together trod the roads That lead to nobler life. Our pathways henceforth will diversely wind, Ever upward, ever upward ; May the duties that our lives may find Be conquered by a steadfast mind. Ever upward, ever upward Let us strive, Strive and succeed.
Teachers, who have been our faithful guides, To you we say farewell. Ye have strewn among us wisdom's seeds ; On good ground, we pray, they fell. Your willing sacrifice Our deep gratitude has won ; Sincerely we appreciate The labor you have done. And all of us with one accord today, Looking forward, looking forward, A thoughtful, prayerful fare-well, sadly say, As on the past our footsteps stay. Looking forward, looking forward, Let us strive, Strive and succeed.
387
Help us, Master, on life's battle fields To win conflicts of right ; Help us when defeats come, none dismayed, More courageously to fight. United let us be, Though we're scattered far and wide, United in a fellowship That will fore'er abide. Our minds ambitious are success to gain ; Ever onward, ever onward ; The true success, that's neither void nor vain- A noble life without a stain. Ever onward, ever onward Let us strive, Strive and succeed.
GRADUATES.
CLASSICAL COURSE.
Ethel May Flanders, Irene Minneta Hawes, Gladys Hibbard Hawley, Alice Frances Hemenway, Bernice Elvira Hendrickson, Mary Florence Kelley, Charles Hubert Locke, Dora Blanche Magee,
Florence Louise Moore, John Charles O'Connell, Edward Otis Proctor, Marion Louise Russell, Annie Louise Sinclair, Herbert Mason Southworth, Amy Frances Sweeney.
GENERAL COURSE.
Florence Lillian Brown, Harold Northend Comins, George Mansfield Daland, Letitia Dorothy Dean,
Henry Franklin Miller, 2nd, Rena Stacy Oliver, Marjorie Evelyn Paine, Harlan Berkley Peabody,
1
388
Gertrude Dinan, John Lawrence Donovan, Nathan Wyman Eaton, Jr., John Flanley, Jr., Percy Sherman Hinckley, Charles Wilbur Leet,
Duncan Bryant MacIntosh,
Ethel Hall Peirce, Adeline Hamblen Stone, Helen Gardner Stowell, Edith Marie Temple, Marguerite Dorothea Verne, Cyrus Newell White.
COMMERCIAL COURSE. 1
Ethel May Cameron,
Grace Margaret Connell, Martha Houston Daniel, Mary Teresa DeRoche,
Martha Lea Dexter, Alice Louise Frye, John Denison Griffiths,
Mildred Emma Hadley, Joseph Edward Harrington, Nellie May Hickey, Minnie Bertha Mansfield,
Annie Reynolds McKeon, George Arthur Meloney, James Ernest Meloney, Raymond Elmore Nichols,. Carl Hazen Russell, George Andrew Sheehy, Elsie Slack, Alice Gertrude Smith, Herman Cartwright Wheeler Charles Frederick Young.
MISCELLANEOUS.
In the department of Music the work is being done with the same enthusiasm as in former years. Mr. Wilson, long identified with the schools, has won a large place in the hearts of teachers and pupils. The spirit shown toward the work is commendable, and compares favorably with that done in surrounding towns.
The report of the supervisor, Mr. Wilson, which follows, is certainly worthy of careful reading and consideration.
389
Report of Supervisor of Music.
MR. J. H. CARFREY, SUPERINTENDENT OF SCHOOLS :
DEAR SIR: - In the department of Music no radical changes have been made during the past year. The music course, as arranged and adopted a few years ago, has proven very satisfactory, and as the teachers have become familiar with the work good progress has been made.
In the first grade the training of the ear, the perception of tone, tone progression, tone matching, the relation of each tone of the scale to the whole scale, the cultivation of a pure, sweet tone, studying scale pictures from the scale ladder, the hand signs for the scale, and later in the year the scale and scale melodies from the staff, together with twenty-eight or more rote songs (each one having some definite object as to rhythm, interval or scale) have been faithfully and carefully taught, with good results.
As the work of the teacher in the first grades in language is to increase the word vocabulary of the child so that he may more intelligently express his thoughts in sentences ; so it should be the aim of the music teacher to so increase the pupil's tonal vocabulary that he can express in melody his comprehension of melodies upon the written page and also write what he hears in notation upon the staff. This is the object of ear training and tone relations.
In grade two, the first year's work has been carefully re- viewed and exereises from the chart in all the keys have been studied.
The staff, clef, notes, rests, bars, measures, and short melodic exercises have been written. The first time form in two, three and four part measure, and twenty or more rote songs have been learned. Individual singing from the chart, or by tone matching exercises and dictation is prac- ticed at each lesson.
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