USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1905-1907 > Part 50
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I would also call your attention to the matter of Principals of large buildings. There is indeed a large amount of re- sponsibility resting upon the principal of any building hav- ing four rooms and upward. The larger the building, the greater the responsibility, and it seems to me that in any building of seven rooms or more, the principal should have assistance. This assistance should be such as to relieve the Principal of the immediate care of any particular room. There is much that the Principal may do in the way of en- couraging pupils, assisting teachers, consulting with parents of pupils, and in the general oversight of the building, which under our present system cannot be done at all. We have four buildings of seven rooms and upwards, and in not one of which is the Principal free to use the necessary time to perform the vital duties which a Principal should per- form. The Principal of the Lincoln building approaches it more nearly than the others, yet her time is given more to teaching than is well for the school. Responsibility for one
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or two classes is necessary, but to be responsible for the dis- cipline of a room, of this the Principal should be relieved. It is hoped that in the near future we shall see our way clear to carry out this idea.
In my last report I suggested some change in the character of the work in the Commercial course in the High School. A change in short, whereby we might graduate pupils who are something more than mediocre clerks and stenographers. Of this matter the Principal of the High School speaks at length in his report. It seems to me a wise move as sug- gested by him to make the first two years general work, and lay the foundation for intense and specific commercial work for the last two years. We shall be able thereby to graduate pupils who are more efficient, not only in stenography and bookkeeping, but also pupils who will know something of the foundation of business-real commercial work. Under the present conditions we are unable to do this. The course would be equivalent in all respects to any other, and in no particular would a pupil feel that in his elections he was tak- ing work because it was easy, and at the same time he would pursue those subjects which would fit him to perform the work which he expects to do later. The real culture part of his course would be in the first two years, which would lay a foundation for the specific work.
SUMMARY.
I. Some of the principal things which have been done or well begun since 1906 :
I. Raising the minimum and the maximum of teachers' sal- aries, and establishing the merit system as the basis for in- creasing them.
2. The beginning of careful annual tests and records of the condition of the sight and hearing of all pupils in the schools.
3. Complete revision of the subjects of English and Geog- raphy in the elementary schools.
4. Putting into effect a more flexible plan of grading and promoting, and introducing in two buildings the individual or Batavia method.
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5. Introducing into the second grades the plan of teaching number by means of blocks of different lengths and sizes- a combination of the Walter and Speer methods.
6. The establishment of a system of temporary and perma- nent certificates of vaccination, that the law may be more accurately and successfully enforced.
II. Some things which should receive our careful atten- tion :
I. A careful revision of the reading material now in use from the first to the fifth grades, inclusive.
2. An extension of the Batavia or individual instruction method throughout the entire system.
3. Extension of Evening School work to include mechani- cal and free hand drawing with any other industrial work that will increase the facility and skill of the industria worker in the community. 1
4. Enlarging the scope of our day school program so as to include more hand work, and at the same time placing more emphasis upon the essentials in other subjects - that is, ex- cluding some things in arithmetic, English and geography.
5. Confining the commercial branches in the High School course to the last two years and making the instruction in these subjects more intense and specific.
6. As recommended in last year's report, as soon as feasi_ ble, place music on a basis with other subjects in the High School and allow it to count towards securing a diploma.
7. Give to the principals in buildings of seven rooms and upwards the opportunity to supervise, and not hold them responsible for the specific discipline of any one room, as at present they are doing.
Following are the reports of the High School Principal and of the different special departments. I would respectfully call your attention to these as they will bear your careful perusal. The report of the High School Principal calls attention to some specific phases of High School work, and recommends certain changes which will make this depart. ment much more effective than in the past. They should be carefully considered.
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High School Principal's Report.
TO THE SUPERINTENDENT OF SCHOOLS :
Herewith is submitted my thirteenth annual report and the sixteenth in the series of annual reports of High school prin- cipals.
TEACHERS.
At the close of the year in June, 1907, Mr. Mumma re- signed to accept a similar but more lucrative position in the Dedham High school and the following September, Miss Wood resigned to teach in the Everett High school.
The places made vacant by the resignation of these valua- ble teachers were filled by the appointment of Mr. W. E. Chapin, a graduate of the State college at Amherst and in- structor in Wesleyan academy at Wilbraham, and Miss Jean L. Kendall, a graduate of Mount Holyoke college and teach- er of successful experience in the Manchester (Mass.) and Hyde Park High schools. Miss Edith A. Barr, a graduate of Woman's college, Brown university, and a teacher in the Townsend High school, was appointed to fill the new position established on account of the increased size of the school.
THE SCHOOL AND THE SCHOOL BUILDING.
.Since September, 359 pupils have been registered, the largest number by far ever on the rolls of the school. The instruction of these pupils has been given by thirteen teach- ers, not including the special teachers of drawing and music.
The school building contains twelve rooms that readily, with one exception, namely, the large hall, lend themselves to the purposes of recitation rooms, the two laboratories for chemistry and physics and the typewriting room. Of these fifteen rooms, the typewriting room manifestly cannot be utilized for recitation purposes and neither can the chemical
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laboratory, leaving thirteen rooms available for recitations and of these, two at least, more or less unfitted for work un- der the best conditions, namely, the large room seating 128 pupils and the physical laboratory with its tables, cases and sink. To provide recitation rooms for the thirteen teachers now employed in the school, has been somewhat of a prob- lem, it can be easily seen, especially for the two days in the week when the teacher of drawing is added to the number. It would not have been possible to provide for fourteen teachers with thirteen rooms but for the fact that each teacher is allowed a free period or two per week. When another teacher becomes necessary, and no one can tell how soon that will be, I do not see how we can avoid conducting two reci- tations simultaneously in the same room or else utilize the corridors as recitation rooms which, to one acquainted with the corridors with their drafts of air and inadequate heating, is unthinkable.
As the school has become crowded, or perhaps better, has approached its limit of capacity, the work of the school has begun to suffer and will continue to do so in increasing meas- ure as long as its accommodations continue to grow more and more cramped.
Under present conditions, it is impossible, and will remain so, to develop the department of drawing to its highest ca- pacity and to the point really demanded by the needs of the pupils. The room occupied by it is utilized also as a recita- tion room for several classes and as a session room where pupils have permanent seats. The department, however, ought to be expanded. Nothing is more practical or funda- mental in a manufacturing town. But we are behind. A young man entered school a few weeks ago from a Boston High school, expecting to continue his mechanical drawing. In place of the four hours per week to which he had been accustomed, our school could offer only one. Expansion is out of the question owing to lack of room.
The work of the department of physics likewise has been contracted during the past year, it having been necessary to
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withdraw the double periods for the senior class. The legiti- mate use of the laboratory precludes its use for any other purpose than science teaching, and especially so when it is no larger than ours. In this day, which is preeminently a day of scientific research and advance, it seems that a depart- ment of science in a High school ought not to be allowed to languish, but on the other hand, ought to be cherished and fostered. I cannot see, however, that any great improvement is possible with our present facilities.
For the teaching of history, wall maps are a necessity. When it becomes necessary for a teacher of history to move from room to room, wherever there happens to be a vacant room, the heavy maps cannot be taken along, and the result is that she is obliged to teach her subject with only a part of her tools. This necessity is incident to our cramped condi- tion.
The teachers' dressing room is entirely inadequate. The book room is too small for our supply of books, necessitating the storing of books on tables in some of the rooms during the summer, subject to the dust and dirt of repairs, and danger of loss where the building is open.
It is only necessary to see the pupils passing to their reci- tations to conclude that the corridors and stairways were not intended for a school of the present size.
I have reported thus, somewhat in detail, that you may see that to one intimately acquainted with the situation and look- ing at it from the educational standpoint, the existing condi- tions are none too favorable, that the school is beginning to suffer and that the outlook is not altogether reassuring.
COMMERCIAL DEPARTMENT.
I desire to call your attention to a few observations concern- ing this department, its aim, etc., and to make a few recom- mendations.
Since the course was established, some seven or eight years ago, the subjects distinctively commercial have been offered in connection with other subjects having no bearing whatso-
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ever, upon them. For example, in the first year, arithmetic and penmanship appear in the course by the side of botany and algebra ; in the second year, bookkeeping and geometry or physics are in the same course; and in the third and fourth years, Shakespeare, Tennyson and Goldsmith hob nob with shorthand and bookkeeping. It has become a question with me whether this arrangement is to the advantage of the pupils who desire the so-called commercial subjects. The aim of the course has been double rather than single. A portion of the subjects seem to have one purpose, the rest, another purpose. The study of algebra and botany appears to have a general aim, namely culture. No intention exists of mak- ing mathematicians or botanists. On the other hand, the study of bookkeeping, penmanship, shorthand has a very specific purpose, namely, to make bookkeepers and stenog- raphers. In our commercial course we have been attempting to fulfill both purposes, to give both general training and vocational training at the same time, with the result that neither attempt has been as successful as it would have been had it not been for the presence of the other. In speaking of the industrial High School, which, like the commercial school, is established for vocational training, Prof. Hanus, chairman of the Industrial Commission, says, " Such schools must be es- tablished as independent schools, because the motive or end for which they exist, namely, vocational training as contrasted with general training, determines the value of the instruction in every detail." The same thing can be said with truth of the commercial school or commercial course. It is vocational. Its aim is to prepare boys and girls to make a living in a spe- cific way. It is eminently a bread and butter course
I believe that the recommendation made by me seven or eight years ago and by Mr. Carfrey last year, that it is advis- able to delay the specific work of the commercial course till the third and fourth years of the course is a wise one. The first two years would thus be devoted to general training. In- stead of carrying on commercial subjects and general sub- jects side by side for four years, the general subjects would
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be confined to the first two and the vocational subjects to the last two. I cannot help thinking that when a boy or girl comes to the third year, and begins to prepare for his chosen life work with no outside subjects to divert or distract him, any possible lack of interest would disappear and be replaced by enthusiasm and interest.
There is a feeling abroad that the commercial course is easier than any other. As a result, this course is selected by many who are looking for easy work and who have no idea of becoming either bookkeepers or stenographers. These are the pupils who by their unwillingness to work and by their failure give a bad name to the course. I believe that if a declaration of intention to become a bookkeeper or sten- ographer were required at the close of the second year, and the school day for the bookkeeper's or stenographer's courses were lengthened to six hours, the course would be resorted to only by those who are in earnest.
To effect the change it would be necessary to begin with the present first year class and the entering class next fall.
DOMESTIC SCIENCE.
It had been my purpose to discuss at some length the de- sirability of introducing into the curriculum some form of instruction in domestic science. We have manual training for the boys, but nothing corresponding for the girls. The movement on foot for industrial training looking to the train- ing of skilled workers contemplates primarily the interests of the boys. I cannot see why housekeeping is not a business that needs skilled workers quite as much as manufacturing of any sort. I must, however, content myself with a mere reference to the subject, merely expressing the opinion that it takes as much, if not more, skill to be a successful house- keeper as it does to be a skilled workman in any line, and that the schools are not doing their full work that fail to pro- vide instruction in this important subject.
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MISCELLANEOUS.
The following graduates of the school entered higher insti- tutions of learning in September:
Max E. Eaton, Dartmouth College,
Charles Jordan, Dartmouth College,
Emma L. Campbell, Miss Symond's School for
Kindergartners,
Jessie A. Maxwell, Radcliffe College,
Francis E. Low, Tufts Dental School,
Mildred G. Parker, Sargent School of Gymnastics,
Ruth M. Parker, Simmons College,
Horace N. Lee, University of Maine.
The following graduates of the school are pursuing post graduate courses :-
Clide G. Morrill, '07; Fred A. Simonds, '07; Harold Bux- ton, '07; Chester R. Hall, '06, and Percy Ridlon, '06.
The following facts were gleaned from various college cat- alogues and may be of interest :
Edward O. Proctor, '05, received a High Oration based upon his standing for the first half of his course at Yale Col- lege.
Chester M. Cate, '06, is recorded in the Second Group of Scholars at Harvard College.
Walter A. Phelps, '06, is a Rufus Choate scholar at Dart- mouth College. This distinction is awarded to all members of the college attaining a standing of 92 per cent. or more. Phelps is one of two in a class of 325 to receive the distinc- tion.
The School acknowledges gifts as follows : -
A Carbon "Amalfi," class of 1911, "The Bugler," by Hunt, class of 1911, tablet, " Alexander's Triumphal Entry into Babylon," class of 1911, carbon, "Death of Cæsar," by Gerome, class of 1910, Fac Simile of the Declaration of In- dependence from the Woman's Relief Corps.
Respectfully submitted,
CHARLES H. HOWE.
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STATISTICS.
1903
1904
1905
1906
1907
1908
Number graduated.
51
55
57
57
35
*61
Av.age of Senior class at grad'n
182
18,5%
1812
18,5 12
18.6 12
18-22
Senior class, February
51
56
59
58
36
61
Senior class, when entered
105
94
115
95
75
112
Junior class, February
59
67
65
42
65
66
Junior class, when entered . ..
94
115
95
75
112
121
Second year class, February ..
84
76
55
90
76
91
Second year class, when ent'd,
115
95
75
112
121
124
First year class, February ....
94
73
105
113
113
114
First year class, when entered
95
75
112
121
124
127
* Estimated.
The dark faced figures of the Table indicate the member- ship of the present senior class in February throughout the course.
255
GRADUATION EXERCISES, HIGH SCHOOL, CLASS OF 1907.
Town Hall, Thursday, June 27, 8 o'clock.
PROGRAMME.
Chorus - The Bridal Chorus.
From the Rose Maiden - Cowen
Declamation - Education for Life Savage CHARLES JORDAN.
Girls' Glee Club - a
Song at Sunrise
Manney
b
Absent .
Metcalf
Recitation (Honor Rank)- King Robert of Sicily Longfellow BERNICE ISABELLE PENDERGRACE.
Oration (Salutatory Rank) - The Making of a Nation HAROLD EUGENE CROCKER.
Chorus - The Lake . Franz Abt
Disputation - Resolved, That Capital Punishment should be abolished in Massachusetts. Negative - WILLIAM HENRY MURPHY, Affirmative - CLIDE GILMAN MORRILL.
Semi-Chorus of Girls - Out in the Sunshine Pinsuti
Recitation - From Emmy Lou Martin MARY ISABELLE DIGNAN.
Chorus - The Pilgrims' Chorus . Wagner
Essay and Valedictory - Pictures for Remembrance EMMA LIVONIA CAMPBELL.
Presentation of Diplomas, Dr. Charles E. Montague, Chairman of the School Committee
Class Song
Benediction - Rev. Howard S. Wilkinson.
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Motto : Better Faithful, Than Famous.
CLASS SONG.
MAX EVERETT EATON.
Classmates, the time of parting Has come, as come it will, To make our hearts the sadder, Our cup of grief to fill. As we stand here now this even, With no thought of strife or fear We have the world before us, Behind us - memories dear.
Ah! yes, those recollections Of study, work and play Will never be forgotten, As we tread life's steep, hard way.
Those thoughts of school day pleasures, Those hours without a care, Will help us as we struggle, Will make our pathways fair.
We thank our teachers kindly, For guidance ever true, For aiding our dull footsteps As we stumbled on anew. And may our trust be always In Him who knoweth all, Who loveth us, His children, Who helps both great and small.
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GRADUATES. CLASSICAL COURSE.
Nellie Haynes Bailey,
Charles Jordan,
Emma Livonia Campbell,
Francis Edward Low,
Max Everett Eaton, Jessie Augusta Maxwell,
Mildred Gray Parker.
GENERAL COURSE.
Harold Atwell Collins, William Henry Murphy,
Mary Isabel Dignan,
Clide Gilman Morrill,
Laurence Edwards Eaton,
Henrietta Brookman Potter,
Horace Newton Lee,
Ruth Margaret Parker,
Walter Gerry Mansfield,
Helen Frances Stark,
Frederick Artemas Simonds.
COMMERCIAL COURSE.
Charles Harold Buxton, Lucy Albina Noyes,
Ralph Roland Coombs,
Adelbert Chadsey Purrington,
Harold Eugene Crocker,
Esther Frances Hickey,
Bernice Isabelle Pendergrace, James Francis Ryan,
Minnie Husson, William Alexander Stewart,
George Copp MacGregor, Harry Sparks,
Alice Irene Mills, Howard Winthrop Spear, Albert Raymond Townley,
Anna Walker Meloney,
Grace Adeline Woodburn.
258
REPORT OF THE SUPERVISOR OF MUSIC.
MR. J. H. CARFREY, Superintendent of Schools:
Dear Sir,-The work taken as a whole has been very sat- isfactory. Some classes have come up to my expectations, others have not. The teachers of the different grades, as far as possible, have done their best for the short time allowed each day for music. Most of the period is taken for the drill work. No time is allowed as a study period as in other studies. Yet many classes will sing at sight exercises or songs written in two or three parts, in strict time and tune, with good expression and with a musical voice.
Individual singing, beginning with the first grades and extending through the fifth, sixth and seventh grades, has been practised as much as possible with excellent results. Good voices have been developed especially among the boys. Thus far only one-fifth of the music period has been devoted to this work, but as the teachers become more familiar with the system, more time will be allowed for the practice. Indi- vidual effort has been encouraged from the very first grade.
The pupils entering the third and fourth grades are much better prepared for the work than formerly, and more rapid progress is expected if the teachers have the ability to take up the work as arranged by the supervisor.
I am planning a course for the upper grammar grades, which will contain work regarding the history of the lives of the great composers. Their characteristics and their compo- sitions will be introduced. Selections from their works will be sung by the pupils, and thus they will get an insight into music, which will enable them in years to come to enjoy the great and true in music and cultivate a taste for the best.
The grammar grades have accomplished the usual amount of work arranged for them. The classes from the seventh grades entering the eighth and ninth are more ad- vanced than any_ classes that [have entered before, The
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pupils are good readers and some have exceptionally fine voices and can render a composition of four-part music in an intelligent manner at sight. Additional music for read- ing and study should be furnished for the upper grades.
The music in the High school for the year never was bet- ter. Principal Howe has given his hearty support in every way in assisting in the work. The pupils are enthusiastic and loyal. The new Music readers have been an incentive to better work, and the pupils enjoy the music period as never before.
January 30, 1907, the High school gave the cantata "The Rose Maiden " in the Town Hall to a large audience. The concert was a success both musically and financially. The Glee clubs meet each week for rehearsals.
Thanking you for words of encouragement and a deep in- terest in the work, I respectfully submit my report.
GEORGE F. WILSON,
Supervisor of Music.
REPORT OF THE SUPERVISOR OF DRAWING.
MR. J. H. CARFREY, Superintendent of Schools :
Dear Sir,- In our work in drawing we have made an ad- vance over that of last year, I believe. This is because of the most excellent and hearty co-operation of the teachers and the real interest on the part of the pupils from the pri- mary through the High School classes.
We have followed the general plan of taking nature work in fall and spring, design and constructive work during the winter months, always keeping in mind the aim of our course, to give : -
I. Power to sketch any simple object from nature or imag- ination.
2. Power to read and make simple working drawings, and the use of common drawing instruments - the ruler, compass and drawing board, with T square and triangles.
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3. A sense of good design as embodied in construction and decoration.
4. An acquaintance with and some appreciation of good examples of drawing, painting, architecture and sculpture.
In the High School there is great need of more time for drawing. The pupils feel this need as well as the teacher. Double periods would give a far greater opportunity for ac- complishing good work. It is very unsatisfactory to try to teach two classes, one in free-hand drawing and one in me- chanical drawing, in the same period. Good results have been obtained owing to the enthusiastic interest of the pupils, but the best results can never be obtained through this method of procedure. The classes in mechanical drawing have made a very good start considering our limited time and accommodations.
A small beginning has been made along the line of the Arts and Crafts. Original designs have been worked out in leather and brass and have also been applied to various kinds of cloth. Very creditable work has been done in this line. For the most part the pupils have furnished their own materials.
From observation and experiment, the leading educators have found that free, imaginative, illustrative work is what should be given the lower grade children. This will develop the power of self-expression before the age of self-conscious- ness holds the child back. Dr. G. Stanley Hall, of Clark University, speaks of this pictorial work as the "golden age of drawing."
The nature drawings supply material for the work in de- signs through all grades. Systematic color study is being carried on from the first to the ninth grades.
For the few weeks before Christmas the pupils worked with all the true Christmas spirit, constructing useful gifts, such as candle-shades, portfolios, clipping-cases, scissor- cases, boxes, calendars, cardboard baskets, etc., for parents and friends at home. The results of this constructive work were very gratifying and great credit is due to the grade teachers who carefully supervised the work of the children.
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