USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1905-1907 > Part 33
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53 | Part 54
BUILDINGS AND ACCOMMODATIONS.
During the vacation some changes were made for better accommodations. A new room was fitted in the Lincoln building to accommodate the overflow, and a portion of the sixth and seventh grades were placed there in charge of an extra teacher. In the Warren building a room was seated to afford accommodations for the fifth grade. Here-
230
tofore in this building the fifth and sixth grades have been in the same room, but the growth of both grades required that a separate room be provided for each. The large room on the third floor of the High School building was placed in condition and the Commercial Department moved from its former cramped quarters and now occupies the above room. All the work of this department, with the exception of the typewriting, is now done in this one room. It might be said in passing that although the quarters are enlarged and seem to be ample, still they do not compensate for the loss of light and ventilation, as both in the above room are exceedingly poor. Each year finds us making shifts, good or otherwise, to accommodate the growth of the High School. This cannot continue very much longer, with an entering class each year of 115 pupils. We are accommo- dating now a registration of 320 pupils, with every room full, and nearly every class having more than should right- fully belong to do the most effective work.
I also desire to call your attention to the accommodations at the Lincoln building. Seating the poorly ventilated room on the upper hall has taken care of the overflow for the present school year, but now every available space is utilized, and the question confronts us as to what we shall do for accom- modations next year. The congestion will be felt in the seventh and eighth grades. In the eighth grade there will be about 65 pupils and accommodations for only 50. In fact, these ought to be divided between two teachers, in two differ- ent rooms. It will be impossible to seat them in either ninth grade room, as these will be fully occupied. The lower grades will be filled so that there is no combination to be looked for in that direction.
The remedy-Inasmuch as the High School building is taxed to the utmost and it is only a question of a year or two when we must have more room hurc, and the Lincoln building is taxed to its limit now, plans s .. ould be set in mo- tion to procure grounds and erect a new High School build-
231
ing. It seems to me that such action should begin at once. A new building of this kind to accommodate at least 800, so constructed that additions could be made when neces- sary, would serve the town for generations. This would leave the present High School building to accommodate the overflow in the centre and relieve the Lincoln. Thus two buildings would be relieved for years to come, and we would have expended money for one new building only. The pres- ent High School building is well adapted for elementary school work and would need little or no change in the in- terior.
Our school population increases at present about 75 per year; the registration increases about the same. The High School has increased from 215 in 1900 to 320 in 1906. It is evident that suggestions for more accommodations are in order and are timely. Some plan of action is needed now.
WORK OF THE YEAR.
Aside from the change in the reading course, including the grades from six to nine, the introduction of history work arranged by grades from the fourth on, no special change was made in the regular work of the schools during last year. The introduction of a new arithmetic by the Committee to take effect with the beginning of the present school year was an important move, and the wisdom of the action is prov- ing itself in the work of the schools. At the opening of the present year a new course in arithmetic was introduced and the schools are working into the requirements as rapidly as possible. It will probably require a year or two to make the change complete. We are using no book whatever until about the middle of the third year. Number of the first year is confined wholly to counting, comparing and learning to make figures, and numbers not exceeding two figures. In the second year we have introduced blocks, using them for measurements as a basis for number. This serves as a
232
means not only to make number interesting, but also to teach accuracy and to lay the foundation for better work in the future. It is true that number is based upon comparison and relation, and nothing assists the pupil more than to be able to handle something which he can easily see and which he can use to good advantage, such as blocks of different sizes and lengths. Our method is a modification of the Speer and Walter methods. Pupils must think and think accurately in number work, according as their age will per- mit; mental gymnastics cannot be called real and lasting work in number. What the pupil needs is to be led step by step and to be able to handle and use the medium which will be both interesting and highly useful. The real educa- tional value of arithmetic does not warrant the amount of time given the subject in the daily program as in years past. The essentials are few in the actual needs of pupils for future work, but these essentials should be thoroughly understood. They should be usable, and their interrelations should be seen and known. Principles of algebra and constructive geometry should have a place in the course, before the real work in these subjects begins.
The work in English has been revised and a new course introduced with the present school year. The basis of this course during the first four years is almost wholly oral work, conversational lessons-oral descriptions, reproductions and the like, all within the experience of the pupils. The things about which the pupils know something, that which happens in their home life, school life-all can be brought into the school room and made to bear a vital relation in the use of English. At any time in the life of a pupil it is evident that he will most easily talk or write about that which has been interwoven in his own experience. From this we take the clue and endeavor to train him to use his mother tongue in correct form. In the fifth year the tech: cal form, the be- ginning of the grammar of the language is begun. We shall endeavor to so teach him these forms that he may see the
233
results of their use and endeavor to apply what he learns. We want him to correct himself in both speech and written work. No marking of errors or suggestion of correct forms should be done, but should mistakes exist, he should be taught to find them for himself.
GRADING AND PROMOTING.
A different system of grading and promoting is being tried this year. The basis of this system is the placing of a pupil at all times where he is able to do his best work, allowing each pupil to advance as rapidly or as slowly as his ability will warrant. To do this each grade is separated into divi- sions in certain subjects, according to the ability of the class, each division advancing as rapidly as will warrant and do the work well; at the end of a period of four weeks a re-classifi- cation is made, pupils being advanced or changed to a lower division, as the cases warrant. By this means we hope to give every pupil the opportunity to cover the work as he is able and at the same time keep no one back because of his less rapid companion. It will also allow those who are able, to finish the elementary course in less than the nine years. The time is at hand when we must break away from the old custom of grading and promoting according to years, which requires all to finish at the same time regardless of ability. We may make mistakes, but we have made the greater mis- take in requiring all to mark time for so many years. It seems to me that the plan of separating a grade into two divisions five months apart, as tried in some places, still keeps the "marking time" process as before, and requires two distinct grades in every room. The real advantage de- sired is not gained, and the rapidly advancing pupil has the same difficulties to overcome as in the old system.
The above constitutes in a great measure the changes and the re-arrangement of courses and policies as practised in our system at present.
234
PARENTS' MEETINGS.
Beginning at the High School with the calling of a meet- ing of the parents of the entering class by the Principal for the purpose of discussing the features of High School work as affecting these pupils in their various relations with the school, other meetings have been called in the various build- ings throughout the town. Here the teachers and parents meet, and opportunity is given for general questions and dis- cussions concerning those things which pertain to the life of the school. The teacher's relation to the pupils and the par- ents; the parent's relation to the teacher, to the school, and to the school work; the ways and means to help each other, all are frankly stated, and a better understanding is reached. Parents and teachers have come to know each other and to know that each needs the help of the other. In every in- stance of these meetings good has come, and the schools thereby reap the benefit and the community is bettered.
MEDICAL INSPECTION.
The new law requiring medical inspection went into effect with the present school year. This is undoubtedly one of the most useful laws on our statute books. The discovery and immediate care of contagious diseases occurring among school children will add much to the effective work of the schools, confine to much narrower limits the spread of such diseases, and save the lives of many. A healthier, stronger generation will also be the result. Our own town has been for several years very carefully guarded by the Board of Health, and real medical inspection for contagious and infec- tious diseases has been carried on. The examination of eyes and ears has been systematically done in accordance with the law, and some startling results have been reported. Parents have been notified according to the requirements, and sur- prises given to both teachers and parents.
235
The whole number of pupils tested for eyesight . 1970
Number of defective cases
· 372
Number of serious cases .
· 307 Parents notified
·
307
Number of pupils tested for hearing
.
1970
Number of defective cases
·
98
This shows that in certain districts there may be defects to a greater or less degree in the school buildings.
EVENING SCHOOLS.
An evening school was opened October I in accordance with the law requiring such evening school, with an attend- ance as follows :
Illiterates between 16 and 21 IO5
Illiterates over 21
28
Number not illiterate
22 Total 155
The number of teachers
8
Owing to the division of pupils into small classes, the regu- larity of attendance and the untiring efforts of the teachers, the results have been gratifying indeed. The employers have taken an active interest in the school, meeting cheerfully every requirement on their part, thereby rendering us much assistance. Such a school will undoubtedly be necessary each year, owing to the number in the town required to at- tend, and will also be patronized quite extensively by those who desire to take advantage because of previous limitations of school work. The benefit to the community will more than compensate for the money expended. Ignorance pro- duces vice and immorality, and any educational advantage given to the seeker for more knowledge makes a better com- munity.
236
TEACHERS.
Too much praise cannot be given our corps of teachers for the efforts they have put forth and the work they have ac- complished. The readiness to receive suggestions and to act upon the same deserves hearty commendation. The live teacher creates a living spirit in the school room. The quick active spirit, the helpful teacher, the one who is alive to the various conditions and temperaments of those under her care will have that influence which produces a broader view of life among her pupils and inspires them to become men and women who will understand their proper relation to society. We need men and women today who see things in their right relations, and nowhere can this be more thoroughly taught than in the school room. The book teacher, the teacher with- out sympathy, the teacher who cares more for the subject to be taught than she sees in the pupil, the one who has no aim except what she sees in the subject, such a teacher is value- less. The teacher must keep in touch with the young life around her, must know its thinking, its ways of attack, must be alert and ready to meet this life at every turn, and to help these growing boys and girls to find themselves and to be- come useful members of society. To do this requires of a teacher a broad preparation and constant effort to keep abreast of things not only in her profession but also in the life of the community as well as in the activities of the world at large. We must have such teachers in our schools else the community is not getting the results which it ought to expect. Are we alive to what these results should be? Does the community fully comprehend what it expects? To make good schools, to keep good teachers (and good schools can- not be maintained without good teachers) this means ample remuneration. At all times the school is the mirror which reflects the teacher as she is.
237
SALARIES.
Every year it is becoming more difficult to retain our teachers and increasingly more difficult to secure others to fill the places of those who leave. The skilled teacher like the skilled workman in other pursuits is in demand, and while we offer a certain amount, other places give so much more that eventually we shall be obliged to take the inferior grade. If we are fortunate to secure the good teacher, it is only for a year at most, unless we can offer greater in- ducements. Living expenses have increased about 19 per cent. within ten years, while the salaries of teachers have not increased more than 10 per cent. The teacher is cer- tainly entitled to a wage commensurate with the position she holds. In the first place her preparation is a professional one, which means years of study for intellectual attainment as a foundation, to be followed by a special professional training. This training is secured at a greater or less ex- penditure of money and time. Again, she must keep abreast of the times in her profession, which requires the expenditure of money in books, travel and study. She must also perform her part in the social life of the community else she loses touch with the various forces at work in that community. It is impossible for her to do efficient work unless she ob- serves the laws of health; this means good substantial board and proper clothing. She must have proper rest and recrea- tion, for the reason that a nervous, overworked, irritable per- son is unfit to be the instructor of boys and girls whatever their age. To do this and to meet all the requirements that the age demands, the teacher must be paid a salary which will relieve the mind from anxiety both for the present and the future. Nothing short of this is justice. This is not simply a plea for greater remuneration, but a plea for justice. All this is from the side of the teacher. Now what should the public demand and what is its duty? It should expect good schools and has the right to demand such. The public
238
should therefore assume the responsibility of placing in the hands of the School Committee sufficient funds to warrant keeping the best teachers that this town can honestly afford. While we may not be able to afford salaries equal to that of cities with greater tax levies, we should be able to offer salaries equal to and greater than are paid in smaller com- munities throughout the State. As it is now, our salary list averages lower than most towns equal in size and smaller, It is therefore necessary, it seems to me, that we revise our salary list if we hope to compete with other towns and attract to our schools competent teachers, and place our schools on the plane where they rightfully belong, and make them equal in efficiency to neighboring towns and cities. The average laborer in the street, clerk in the store, factory employee, policeman or janitor receives more per year than the teacher in the school. Such a condition of things cannot last if we hope to do what the public demands.
EIGHT GRADES IN THE ELEMENTARY SCHOOL.
The plan of eight grades, in the elementary schools as mentioned in the Committee's Report is worth investigating. This plan is being tried in various places in New England; while out of New England the plan is quite general. Whether this will mean eight years in the elementary school and five years in the High School, allowing pupils to enter at five years of age; or enter at six years of age, having eight years in the elementary school and four years in the High School is the question. In some way or other we must compensate for the one missing year. Whether the age for admission shall be increased, an extra year added to the High School course, or lessening the requirements in the essential sub- jects in the elementary schools-this is yet to be determined. The plan, however, should be investigated, and if found feas- ible, ought to be adopted.
239
HIGH SCHOOL.
Our High School under the able management of Principal Howe continues to maintain its high standard of efficiency. The remarkable growth of this department and the continued large attendance speak well for our community respecting a High School education. The varied interests of our com- mercial world, the many pursuits of individuals demanding more and a broader education have made it mandatory that our young men and women should be better fitted to take up the duties of life, and in consequence our High Schools have grown in proportion. In the proportionate growth a wider range of studies has been made necessary. We have come to see that general culture is not confined wholly to the old classical course, but it may also be obtained from the mod- ern languages, sciences, the arts and the industrial subjects; that pupils to be prepared for life must pursue those subjects which bring them in contact with the living world and its activities; "that a secondary education should especially pro- mote the developments of each pupil's dominant interests and powers; and that it should seek to render their interests and powers subservient to life's serious purposes and also to the possibility of participation in the refined pleasures of life." The question is, does our High School reach the pupils to its fullest extent in what we have to offer? All our courses ought to prepare for life and at the same time prepare for the pur- suance of work in some higher institution of learning. How- ever the High School is not primarily a fitting school as that term is understood. Right here I might say what has been my privilege of saying in other reports, that the time will come and is now at hand when colleges will find a place for, and will admit, all pupils on the amount and quality of work done and not because they have pursued certain prescribed subjects. That will be a welcome day for all and will bring the High Schools into the position they should rightfully occupy.
240
The specific work of the High School and its needs are ably set forth by the Principal in his report. In addition there are recommendations which I desire to place before you. It has been demonstrated that among those in attend- ance, there are pupils in the different classes who need indi- vidual attention or such attention as will best conform to their ability. This need cannot be met by the regular teacher at all times when most demanded, simply because of lack of time. The large classes and number of recitation periods make it impossible. I therefore assert that a teacher could be employed to advantage economically who would devote her time to such pupils, meeting them at times during the session as individuals, or helping them in their seats to over- come difficulties and to teach them how to master their diffi- culties for themselves. There is in reality an urgent need for just such a teacher. Many pupils would remain and be benefited throughout their life, who now for the want of just such help become discouraged and leave the school. Another way is to reorganize the work, placing all pupils together in classes where each would be able to pursue the work as rap- idly or as slowly as ability will allow and not be hampered by a tardy companion.
Again it is a question in my mind whether we are accomplishing just the kind of work we ought in our Commercial Course. Whether we are not training pupils merely to become clerks and stenographers for me- chanical work alone rather than turning out pupils equipped for real commercial life. Commercial life is something more. President James, of Illinois University, seems to me to state the case clearly when he says, speaking of commercial edu- cation, it is "to awaken a profound interest in business as such; to train a youth to the appreciation of the functions of business and business practice in modern life; to inform him as to the history of industry and trade; to awaken his inter- est in its future; to train him to keep his eye open as to busi- ness possibilities; to inspire him with a healthy respect for
241
business in all its branches; in a word to become a public- spirited, intelligent, well-educated and successful man of af- fairs." Indeed such an inspiration given to those taking the commercial course would give the impression that this course is one of grave responsibilities and great worth, which is as it should be. In short, the commercial course should be such that in every particular it will be recognized as equal in strength and training to any other, and the training for citizenship be just as valuable. I also believe the work of stenography, typewriting and bookkeeping should not come until the third and fourth years of the course.
Again it seems to me that we might well place our music in the High School on a different footing, making it count toward the number of points required for our diploma. This would require individual class instruction as well as the chorus work now done. There is much mental discipline and educational value in music, and there is as much skill and pedagogical insight required in teaching music as in teaching other subjects. I am convinced therefore that we ought to make it an elective the same as drawing. Under proper restrictions also-say examinations to be given by the Supervisor of Music-outside work in the subject might also be given proper credit. Certain colleges are allowing music to count as an entrance requirement, which is as it should be and warrants also the above suggestion.
MUSIC.
The department of Music is under the direction of Mr. George F. Wilson and continues with unabated enthusiasm on the part of teachers and pupils. With time confined to two days a week, it is remarkable that our schools continue to do so well in the subject as is shown by the results. There are 48 rooms to be visited, each once in two weeks with two periods at the High School every week. This must be done within the two days each week. One can readily see that very little time of the Supervisor can be given to actual teach-
242
ing. Most of the instruction must be done by the regular teacher, while the time of the Supervisor should be given to real supervision. This necessitates that the teacher shall be able to teach the subject, and that intelligently, if the music is to continue effective. We have re-arranged our daily pro- gram this year so that a period of short duration shall be given every day, instead of a longer period twice or three times a week as before. Better results we think can be ob- tained, and the subject made a more vital and real part of the curriculum. While music may be in part a recreation from the other regular work, still to be of value, pupils must be held responsible for certain attainments in each year-at- tainments that show a real and working knowledge of the subject. Otherwise we have simply classes of chorus singing throughout-a few taking the lead while the others follow with little or no independence in the language of music, or its appreciation. Mr. Wilson is at present beginning the work of individual singing which is hoped will remedy some of the defects which may exist, and which he expects will result in giving everyone an independence for himself and make it possible to do the work with the same confidence as shown in any other subject of the curriculum. Too much praise cannot be given the High School chorus which ren- dered the Cantata last year in the Town Hall. Those who heard that and the singing at the graduation exercises felt that our music had improved.
DRAWING.
This is our first year with a Supervisor who gives almost her entire time. Four and one-half days are given each week, while heretofore only two and one-half days were given. The demand for mechanical and free-hand drawing in the High School made it necessary that two half days each week be given this department. The success has shown that we needed the Supervisor's time as above, and the impetus given the subject has proven the wisdom of the change. The char-
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.