USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1908-1910 > Part 24
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school, and fits the pupils that in a short time they may become efficient workmen.
Possibly the one place that has attracted as much attention as any is Columbus, Ga. Here in connection with the public school under the Board of Education has been established a department of vocational training. There is an advisory board consisting of five members including superintendents or managers of various industries, men of education and technical training. This Board holds meetings once a month, examines the work and reports to the Board of Education after each meeting, thereby keeping the- industrial interests in touch with the school at all times. The school is open to boys and girls over fourteen possessing sound bodies and school education equivalent to the first five or six grades. The vocations taught are practical carpentry,. pattern making, lathe work, forging and machine work; in the textiles, carding, spinning, weaving, dyeing and designing. In this de- partment the girls receive the same instruction as the boys. In the business course the girls receive instruction in stenography, typewriting, bookkeeping and cabinet filing. All girls are re- quired to take cooking, care of the house, sanitation and decora- tive arts. All the courses are three years in length ; the number of hours, including shop work, is from forty-eight to fifty per week. The school is open from nine to four except Saturday when it closes at noon.
I have referred to the above men and places and quoted from addresses to show how intense is the interest in this vital question of giving equal opportunity to all classes. I trust the interest in this community will cause everyone to ask the questions, What are we doing to help the average man better to do his life work and better to realize his real inheritance as an American citizen ? Is it too costly to prepare the boys and girls for an existence that will be richer in itself because of their ability sooner to find their places in the activities of life? I hope this matter will soon be taken up by the Town. There is no time like the present.
SALARIES
In the matter of salaries for teachers no doubt the amount asked for as a whole seems to the public a large sum. Taking it
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as a matter of remuneration for the individual, however, it has far less significance. The fact has been published recently that living expenses have advanced about 37 per cent. This being the case. a salary of $400 to $600 which the town pays can scarcely be called a sufficient remuneration for an individual whose necessary expenses are high even when living expenses are normal. It must be remem- bered that this salary is paid for ten months only and the teacher is under expense for twelve months of the year. Estimate board and room at $6 per week, the average for today, and it amounts to, at least, $250 for ten months ; wearing apparel costs at least $150 ; books, stationery, and other necessary expenses to keep abreast with her profession will cost not less that #50; traveling expenses and means of entertainment, other incidentals as church . expenses and the like will certainly cost $50; counting no other expenses, not even for doctor's bills, and we have $500. To one receiving even $600 there is little left for the summer vacation of two months. Then, too, each individual ought to be able to put aside something for the immediate future as well as for the remote future unless a system of pensions is established. The above is cited simply to show that our teachers are not overpaid although the lump sum seems large. It might be questioned whether they are not underpaid ?
As one has said : "We expect that our teachers will conform to the increased standards of living, and besides their professional duties they shall take their share of other forms of social services, that they shall provide for their own professional growth, attend lectures, read current literature, keep up with the times, take ad- vantage of opportunities offered by various summer schools and college courses. We are not willing that they shall cheapen their services in any way, nor that they shall in any way shun or shirk their obligations to church or other forms of community life. Of what other form of labor so poorly paid, are such demands required ?" The above is given with a full appreciation of the recent advance required by the town which was highly commend- able, yet it is fair that the Town should fully appreciate how much is actually received by the individual teacher and how much is really demanded in return.
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BACKWARD CHILDREN.
I would again call the attention of the Committee to the advis- ability of establishing a room in the town for the instruction of backward pupils,-call it a " mixed room" if you please,-but a room to which may be sent those children who have been two or three years in the same grade. Place here a teacher who has force, sympathy, skill and good common sense, and transfer cer- tain pupils to this room from different grades and give them a chance for that special individual instruction they so much need. In this room should be bench work and sewing as well as other branches, especially arithmetic, reading, English, spelling, geog- raphy, and hygeine. Some of these pupils may be able to go ahead and be placed again with the grade and finish the grammar school course, others will be able to get enough to make them fairly intelligent workmen. At any rate the special instruction received will be much more than they can possibly receive if they remain with pupils who are much younger. To do this would seem to some an unnecessary expense, and a waste; but a second thought will certainly reveal the fact that it is economy. These same pupils, otherwise, will soon drop out of school because they have reached the age limit, and they will have gained little or noth- ing under the present condition of things because their need is in- dividual and special. They are unable to do anything with their hands and are not sufficiently capable from an intellectual stand- point to originate, investigate, or to rely upon themselves to assume any specific responsibility.
They are, therefore, unable to do anything but the simplest kind of work and the community is obliged in some way to see that they are employed in unskilled labor. If given a chance to develop even a slight degree of skill with their hands with what intellectual training they might obtain from special instruction, they could be made self-supporting. This is economy in the end.
AN EFFICIENT SCHOOL SYSTEM
An efficient school system for any community means as much as the community demands. There is no community that willingly places a low standard for its schools. Everywhere the highest
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educational standards are sought, and the product demanded must be that of the greatest practical efficiency.
Business men and others sometimes complain of the graduates of our schools because of their inability to perform, for instance, the simplest problems in interest, fractions or the like ; to write a concise letter in good form, or to grasp simple situations and to assume responsibility There is no doubt but some of these com- plaints are well grounded, but is a system to be judged and passed upon as inefficient because of a failure to perform some specific operation in arithmetic given off hand and under irregular conditions.
True, the average pupil coming from our schools should be thoroughly and specifically acquainted with the simple forms of arithmetic and English, but are there not also other things neces- sary by which a pupil may be judged ? It seems to me that the development of the pupil in character, health, judgment, responsi- bility, citizenship, participation in life's activities, adjustment to environment, have their part in an efficient system.
I believe, however, in some respects we are attempting too much. We hold to traditions tenaciously, although it is demon- strated over and over again that they are not educational or even practical in the development of an individual. We still believe that the same things in mathematics, geography, history and the ancient languages should be taught as they were taught forty years ago. We feel that it is impossible to omit certain portions of arithmetic and that every pupil must pursue the subjects of algebra and geometry ; that to omit the numerous map questions in the old geography is a sin ; that we must pursue the subjects of Latin and Greek in the same old manner, learning all rules of syntax, form, etc., as well as reading a large number of books of various authors.
The efficient system would give greater attention to the real development of the child. I believe we lose sight of the child, and are too likely to think only of the course of study, the amount of work in the different subjects to be covered during the year.
When we are able to throw aside the definite limits of the course of study and take into consideration what the child can do and what he OUGHT to do ; when we as teachers are not bound by
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the covers of a book, or what we are to do in any one year ; when we can take the class, the individual, and develop them body and mind, make them capable of doing something, and doing that something with hand and brain according to the natural develop- ment of each individual with reference to his capabilities, then we shall have what may rightly be called an efficient system.
To do this means a greater study of conditions and a more practical study of "teacher psychology," I call it "teacher psy- chology" for want of a better name, because it means a psychol- ogy which the average teacher is able to understand, to interpret in terms of every day class work. She must be able to look into things and to realize that practical psychology means an applica- tion of the simple laws of the mind which are every day before her as a teacher.
These ordinary things seem simple to her, and yet she feels that she must reach after something large and scientific ; still a careful study of real child psychology will prove that a logical law exists which when followed will bring results of which she has not yet even dreamed. The teacher is the school-yet teaching must be done according to certain laws, which laws the teacher must know if she would make her teaching effective. This is an efficient system.
MUSIC
The music under Mr. Wilson, the supervisor, is moving as usual. In his report he states somewhat in detail the kind of work done in each year and comments upon the results as obtained in the different grades .. With some grades he is securing the results desired while in others he finds the music considerably below this standard ; however, as a whole the work is quite satis- factory to him.
During the greater part of last year and thus far this year our school programs have been arranged that a short period-regular -is given to music each day, and not a long period twice or three times a week as heretofore. At the opening of the morning ses- sion the class sings one or two songs ; at the regular music period of the day, the effort is made to teach some definite thing and to drill on that already learned. This period, in fact, is devoted to
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real, definite, spirited music teaching ; as much effort is put into it and required as is given to a recitation in arithmetic.
By this means it is felt the music will receive what is due the subject, and places it upon a basis with every other. It is my firm belief that unless we place music, drawing, manual training and sewing upon a basis that requires real, definite work on the part of teacher and pupil, we shall not get from these subjects the results that the amount of money expended for their mainten- ance demands.
Mr. Wilson suggests that more small organs be bought and placed in the different rooms. He also suggests that a book containing patriotic songs might be purchased and be of much profit to the eighth and ninth grades. These suggestions are worth consid- ering.
The High School music is indeed a large problem to handle. There is very little that can be done in two periods other than chorus singing ; this is up to the standard of former years and he reports that much enthusiasm exists.
I feel that the time is at hand when music in the High School should receive more attention, and that classes for special instruc- tion-vocal and instrumental-could be formed with profit to the pupils and to the school ; that credit for work done be given just the same as in other subjects. Colleges like Harvard recognize music for an entrance subject, and credit is given the same as for any other subject. This is a long step in advance, and it is well to recognize this in our High Schools.
DRAWING
The drawing in our schools is a subject which sometimes is the least appreciated of any of the subjects. To many, drawing sim- ply means the ability to draw straight or curved lines with the pencil, that to draw a simple figure on a flat surface according to some model is all that drawing means and all that ought to be taught.
Nature drawing with the brush or colored crayon, design work, fundamental principles of color with the combinations and har- mony, do not appeal to many. It is forgotten that all these are
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the basis of both freehand and mechanical drawing. Nature, color, design, are everywhere present in all drawing. in all com- mercial pursuits, in all house decoration, in all dress, in every artistic piece of furniture, house furnishings, beautifying of streets, lawns, erection of buildings-everywhere. To appreciate these and, to lay the foundation of all commercial pursuits is the real value of the subject as taught in the schools. We think the work under our supervisor is accomplishing all this.
The supervisor has given more of her time to the High School during the present school year than in the past, because of the large number electing the subject. This made it necessary to so arrange her time for the first four grades of the elementary schools to once in four weeks instead of once in two weeks as be- fore. The plan, she reports, has been successful, in that it has placed more responsibility upon the teacher who has proven her- self equal to the task.
It seems to me that in the near future if our High School con- tinues to increase, the whole time of a teacher will be necessary in this department. The subject of drawing will become more effect- ual, and better work and more interest the more we place the responsibility upon the regular teacher and give the super- visor more opportunity to supervise. At present the teacher feels too little responsibility inasmuch as she expects the super- visor to do most of the teaching.
The supervisor has very little opportunity for thought and effective planning if her whole time is devoted-each hour-to teaching. Giving of model lessons, directing, observing the teacher give the lesson, followed by conferences would be much more advantageous than our present plan.
Ex. President Elliot said in a recent address-"Drawing is as valuable and important a mode of expressing thoughts and mak- ing exact records as language itself."
MANUAL TRAINING AND SEWING
In regard to Manual Training and Sewing, the kind of work done is about as was reported last year. This part of the school curriculum has been dwelt upon at length in the first part of my
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report advocating a more extended course and making it voca- tional. There is a necessity, however, that the foundation be laid somewhat as we are now doing.
The chief aim, to quote from the report of the Manual Training teacher, "is to develop the brain by the most natural method, through the activity of the body." One of the essential things to obtain this development as he says is "interest" and to acquire this-"is to insist upon a high standard of workmanship by means of which the boy has surprised himself." Another essential is "INDEPENDENCE," the ability to solve a new problem alone. Thus the boy has been trained in habits of exactness, interest, self-activity, independence and self-reliance, and gained a love and respect for honest work."
The number of boys instructed each week is 275, and the num- ber of classes fifteen. Each class is given one and one-half hours per week. The models made, the character of the work, and the interest manifested are worthy of commendation. Each boy is taught and is able by the end of the first year to draw, saw out of rough material and make with little help any simple model. The foundation is thus laid for any vocational work which may seem proper to inaugurate.
The sewing has been changed somewhat, in that a less amount of work is required ; but to compensate for this, greater efficiency is demanded. Not only the development of brain power, through the activity of the body, but also in every task the practical is uppermost. We are not trying, as above stated, to see how many models may be made, but to see how well each may be done. Care is taken to see that each girl knows what she is doing and that she does that thing as it ought to be done. Plain sewing, different stitches, darning, patching, working button-holes, tuck- ing, gathering, cutting, fitting and designing are carried forward. Added to this the girls are taught the value of different materials, the selection as to harmony of colors and shades, and to determine the pattern and style suited to different types of individuals. All this, it seems to me, is eminently practical. Would that we might, as suggested in another place, establish what would well follow this ; real dressmaking, millinery, cooking, home making, home decoration, and real genuine house keeping.
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ATTENDANCE
While the registration in the schools is large, the daily attend- ance is not all that it might be. From the report of the attend- ance officer it is found that for the year ending December 31, 1909, there were 137 cases investigated. Of these 30 were cases of truancy, 13 sickness, and 94 were cases of negligence of the parents and a general disregard for the law. Two cases of truancy were carried into court. It would seem to me that 30 cases of truancy and 94 cases of negligence are too many for a system the size of ours. Too many parents, especially in certain quarters, have too little regard for school requirements and do not fully realize what the law demands. The law recognizes only sickness as a valid excuse for absence, and it would be wise to have copies of the law printed and dsitributed in different locali- ties. Parents' associations and meetings, as we are endeavoring to hold at present, it is hoped will do much to help us in this partic- ular, especially in the lower grades. Enlarging the scope of our school curriculum to include vocational work, will help the upper grades and High School. While the above facts of attendance are not what we would like to have them, still these are an im- provement over one year ago. The statistics reported for the last two years for absence and tardiness, are as follows :
No. of half days absence, 1909 33,539 1908, 39,643
No. of cases of tardiness, 1909 3,363 1908, 4,259
It will be noticed that there is a falling off ; but we want to do better and we want the hearty cooperation of all.
Attention is called to the report of the Principal of the High School which is both interesting and instructive.
Taking the opportunity to express my appreciation of the hearty support and good-will of the teachers, the generous support of the public, and the many encouraging words and appreciative efforts of the School Committee, I am,
Very truly yours,
J. H. CARFREY,
Superintendent of Schools.
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High School Principal's Report
TO THE SUPERINTENDENT OF SCHOOLS :
Dear Sir :- Herewith I submit my fifteenth annual report of the High School and the seventeenth in the series of High School Principals' reports.
INDUSTRIAL TRAINING, PRACTICAL ARTS, ETC.
No question occupies a larger place in the mind of the public at the present time than that of industrial or vocational training. The movement, however, toward a closer articulation between school and life is in hardly more than an experimental stage. No unanimity of opinion as to the best method of attack is apparent. Experiments are being tried in various parts of the country. Schools of various types have been established, some under public control and others from private initiative. Just what will event- ually be the relation of schools for industrial training to the gen- eral educational system does not yet appear. That they will bear some intimate relation is not to be doubted. The Committee of the National Society for the Promotion of Industrial Education, appointed to consider the relation of industrial education to the general educational system of the country in its report says in part as follows :
"The committee believes that all types of schools for industrial education are to be welcomed as experiments in the general prob- lem. Success in industrial training does not depend upon the adoption of one type of school. A measure of success is likely to be achieved by all of these efforts and in the judgment of your committee it is wise for those who have to do with industrial education to welcome during the next decade of expérimentation all these forms of industrial education. Ultimately all these efforts will, by the force of educational gravitation, relate them- selves to the public school system of the country, partly by the adaptation of the public system itself, partly by the adaptation of these industrial schools. The committee feels, therefore that
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any of these efforts, undertaken in an intelligent, sympathetic and proper spirit is to be welcomed as a new contribution to the general problem of industrial education in the United States."
In view of the above considerations, it appears to me that any- thing in the way of information upon the subject would not be out of place. Below will be found a brief description of a few of the latest and apparently most successful attempts to provide rational industrial education. For a portion of the data, I am indebted to the last report of the Commissioner of Education of the United States.
PUBLIC SCHOOL, NO. 100. NEW YORK CITY
Last September this school opened with twenty-five men teachers, chosen, among other qualifications, on account of their mechanical skill. The "New York Tribune" of Aug. 30, said in the course of an extended article upon the subject :
"Various equipments of the best quality and design are rapidly being installed for the use of those boys who enter the course. In wood, the pupils will learn carpentry, joinery, wood-turning, pattern-making and the manipulation of milling machinery. In metal, they will have forge work, sheet metal work and a com- plete line of machine-shop work.
"There will be courses in plumbing, printing, architectural and mechanical drafting, including the making of plans and the drawing up of specifications and blue prints.
The non-vocational subjects that will occupy LESS THAN ONE- FOURTH OF THE STUDENT'S TIME will include trade mathematics, elementary bookkeeping, industrial history, civics, industrial and commercial geography and English. 'Every topic that is intro- duced,' says the principal of the school, 'will be tested in terms of its efficiency as a correlative of the vocational subjects.' The hours will be from 9 a. m. to 5 p. m. The atmosphere of the school will be the atmosphere of the shops."
The boys are to be led to feel that they are working in an environment closely approximating that of a well conducted shop.
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This will mean a radical breaking away from ordinary school methods and conditions.
The instruction will be mainly individual ; mass work will have no place in this new venture and no pupil will be compelled to mark time because of the inability of his fellows to keep pace' with him. The principal describes the difference between the aim of the manual training schools and the new vocational school as follows :
"The manual training idea is not to give a boy mastery of tools ; it is simply an added appeal in the line of general culture. The vocational teaching idea aims specifically to give mastery of tools."
Speaking of the object of the school, Supt. Maxwell says : "The Board of Education does not intend to turn out 'half- baked' journeymen to compete with union labor. What it pro- poses is to fit boys and girls more completely than they are fitted at present to COMMENCE learning any trade requiring skill of hand."
The principal also says : "I don't plan to turn out boys who are going to take journeymen jobs."
INDUSTRIAL SCHOOL AT SPRINGFIELD, MASS.
This school opened September, 1909. The vocational work will be begun in two centers and preparations are being made for 60 boys, 30 in each place. Boys from 14 years of age and up- ward, those who have completed the work of the seventh and eighth grades and who but for the institution of the vocational school would drop their education for good, will attend the school.
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