USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1908-1910 > Part 7
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MANUAL TRAINING.
Our manual training has taken a step forward under the inspiration of the teacher, Harlan Peabody, who took charge in September last. A good spirit is manifested, the work shows accuracy and progress, and the pupils are interested. This branch of our school system is one of great importance and affects every subject more or less in the curriculum. According to the report of the manual training teacher, manual training developes the pupil "mentally, morally and physically." "He discovers that natural causes produce natural effects, that activities of body - the use of his hands - produce the skilled workman; originating new ideas, solving new problems,- all these develop the brain." "The exactness in making a model developes truthfulness ; this is the moral effect; by the careful selection and sequence of tools the boy is developed physically." Manual training gives boys a greater regard for work, and greater respect for rough, honest, bodily labor. Sense of responsibility is de- veloped which is necessary in the life of an individual. While it does in general develop the hand, the eye, the brain, and aid the pupil in a more accurate and a better un-
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derstanding of the other work of the school, as well as develops him morally and physically, might we not enlarge the work that he might remain longer in school and enter the various occupations better equipped and better able to find himself; or if compelled to go to work between 14 and 16, he will be better prepared. This is a serious question and one which should engage our attention.
DRAWING.
The department of Drawing is closely allied to Manual Training and should be made the basis of that work. The cutting, folding, designing, color work, free hand work, perspective, balancing, etc., all have their effect on manual training and should be brought into use here. This would mean a broader course in manual training. Drawing is the foundation of most of our industries ; it is the one subject that affects every pupil in whatever work he may perform in the future. It affects the home, its surroundings, develops taste, skill and appreciation.
The work in landscape drawing has made rapid advances and the pupils are showing a decided interest and ability to represent real and imaginary scenes. This mode of expres- sion has given abundant evidence that the æsthetic nature of the children has been touched and enlarged. The color scales made are evidences of increased appreciation of tints and shades as seen in nature, and the constructive work shows an ability to design and execute the difficult task of making different models for practical use. In fact the draw- ing work in general is coming to be not only more æsthetic but more practical and useful. Drawing in the public schools is not simply an ornamental accomplishment, but a subject of great usefulness. To this end it should be taught, and it has without doubt today reached that stage where its prac- tical application is more generally seen by the public. In every profession, every trade, every business, in every home, the usefulness of drawing may be seen and felt.
The Supervisor, Miss Black, on account of ill health has
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been absent since September. The work has been carried on by Miss Killam with marked success.
MUSIC.
The department of Music continues to do the same effective work as in the past. We are doing more and more of the individual singing in the lower grades, and according to the report of the supervisor, Mr. Wilson, a greater independence of thought and work are manifest. I have no doubt should we adopt this system of music throughout, every one would see a keener appreciation of music on the part of the pupils, and a more ready response on behalf of all pupils, especially in the upper grades, to show what they are able to do. While I fully appreciate the good work now being done-the en- thusiasm of the supervisor and his splendid efforts, and the efforts of the teachers to accomplish everything required- still I am convinced our pupils need an incentive, a some- thing which will convince them that music is an important subject, that there is something about it for each to do, that each can attain an independence and an appreciation in this subject just the same as in any other study of the curriculum. It seems to me that the method begun by the supervisor and carried to its fullest will accomplish this. I believe it is possible that 95 per cent. of every grade can be taught to read and appreciate music and to sing the same. The report of the supervisor with reference to the music in the High School is very gratifying, and to this fact all can testify. The singing at the Commencement exercises last year, and the enthusiasm seen every week in the chorus singing in this department fully warrant the praise given. In tone quality our pupils average well.
SEWING.
The sewing for the girls as carried on is up to the standard and steadily improving. Miss Bertha Chapman, the new teacher who began work last September, has taken hold with vigor and shows a capability equal to main- taining the high standard as set by her predecessor, Miss
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Wilson, to whom we owe the excellent and well organized condition of this department. The course has been some- what changed and the girls are taking a greater interest even than was shown in the past. There is no doubt that sewing is a form of manual training which is indeed practical. It is something that every girl should know how to do, and not only is it practical, but it is in every way educational. Any kind of a stitch is either right or wrong-this is educational ; to be able to plan, cut, and make a garment, to select the material, and to determine its fitness for the individual-this is both educational and practical. To know the quality, difference in cost of material, to design a garment, and to determine color and shade is also educational, practical and useful. Nothing short of this should be attempted.
DOMESTIC SCIENCE.
Again I would recommend that in the near future we should have a course in cooking and home making in the last year of Grammar School and the first years of the High School. The home is the foundation of all the happiness, contentment, and prosperity of the community. The health of the community depends on the home. To know how and what to cook, to know how to make a good home - these things are of greater importance than wealth. Education in books, the ability to use the libraries, multiplication of liter- ary clubs and the like, ability to write essays on various sub- jects, and to entertain are all of little worth if the home is lacking in properly cooked food and the homelike atmosphere.
LATIN IN THE HIGH SCHOOL.
It is our practice to give Latin in the last year of the grammar school to those who desire to pursue the subject in the High School. This plan has its commendable features for the purpose above named. It is also of value to any pupil whether he pursue the subject further or not. Latin, in itself, is an aid in the study of English forms, and it is of
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use to a pupil in the study of many other subjects which may be pursued later. However, there is a large class who do not take the subject in the ninth year, believing they will not pursue such a course in the High School. It happens in many cases that at the end of the grammar course a change of plan and ideas for future work has presented itself. These individuals are therefore deprived of the study in the High School simply because they have not taken the subject before. To my mind this is unfortunate, and I would there- fore recommend that we make arrangements for a beginning Latin class in the High School. This not only would accom- modate those who desire to take the subject but have not had it before, but it would also give opportunity to those coming from other places where no Latin is taught in the grammar schools. This difficulty confronts us at the opening of each year and it is desirable that we take steps to remedy it,
RECOMMENDATIONS.
From the foregoing discussion, I wish to make the follow- ing recommendations :
I. That provision be made for the employment of a teacher next year for the commercial department who shall teach and supervise the typewriting with any other additional work in the department she may be called upon to do.
2. That steps be taken looking forward to the extension of our manual training, and to the establishment of a course in industrial training which shall be vocational in its scope and purpose.
3. That a room be opened for the instruction of a special class - backward pupils.
4. That "Individual instruction" now carried on be extended through the whole system.
5. That we make provision for a beginning class in Latin in the High School.
6, That in the near future a course in domestic science be introduced in the ninth year and the first years in the High School.
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The report of the Principal of the High School follows and is commended to your careful perusal. The conditions and specific recommendations for the inner working of the school are worth your careful and candid consideration.
GIFTS.
The following are some of the gifts already received or to be received soon by the schools. To all the donors we wish to publicly' extend our thanks for their thoughtful considera- tion of the schools. These gifts of pictures and the like add much in the way of cheerfulness to the rooms and corridors, lend dignity to the environment, and make the school rooms and the building generally more homelike. They are edu- cational in many ways. A good picture or piece of statuary, as well as other decorations, and walls properly tinted, not only attract the attention of the pupils while in school, but they become a part of their lives, and will be seen in the future in the decoration of their own homes. The effect is both ethical and aesthetic :
HIGH SCHOOL.
A carbon print- " The Castle of St. Angelo," from class of 1912; "Castor and Pollux " -from class 1911; a bas relief " Alexander's Triumphant Entrance into Babylon," after Thorwaldsen - from class of 1911 ; a carbon print im- ported from Florence, "The Bargello," from class of 1911 ; "Independence Hall," from class of 1911.
LINCOLN SCHOOL.
Grade 9. A framed copy of Abraham Lincoln's Address at Gettysburg, presented by Post 12, G. A. R.
Grade 9. Picture, "Stratford on Avon," presented by class of 1908.
Grade 9. Picture, Ruysdael's " Windmill," presented by class of 1906.
Picture, "Castle of St. Angelo," presented by class of 1907.
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Grade 7. Colored Norwegian print LoRell's "Shep- herdess," and "John Alden and Priscilla." Earned by the school.
Grade 5. "A Morning Walk," by Reynolds.
"By the Lake," by Carot.
Picture of a dog's head, presented by Miss Martha Wilson, Main street.
WOODVILLE SCHOOL.
Grades 3 and 4. A silk flag, presented by the Woman's Relief Corps.
CONCLUSION.
The things mentioned in this report, the limitations and conditions, are not all confined to Wakefield, but certain of these conditions are found throughout the country. Our schools compare favorably with schools everywhere, and it is gratifying to me whenever I go to other places, to learn the high esteem in which the Wakefield schools are held. It sometimes happens that teachers will come to us when the inducement financially is only slight, simply because of the good condition of the schools, the location, and the oppor- tunities for professional growth which are here afforded. The future is bright and full of hope. We, with others, are on the threshold of changes which will raise the schools to a standard of efficiency never before reached. Every one is eager to go forward, and I feel we shall achieve something.
In closing, I wish to thank the teachers for the hearty and loyal co-operation accorded me; and in behalf of all the teachers, and in my own behalf allow me to thank you, members of the School Committee, for your unfailing co- operation and support. I trust we shall merit the same con- sideration in the future ..
Respectfully submitted,
J. H. CARFREY, Superintendent of Schools.
January 30, 1909,
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High School Principal's Report.
TO THE SUPERINTENDENT OF SCHOOLS :
Dear Sir, - My fourteenth report and the seventeenth in the series of High School Principals' reports is herewith submitted.
INDUSTRIAL EDUCATION .!
This topic is engaging the attention of educator and man- ufacturer. In no branch of industry has this movement been more thoroughly developed and matured than in the textile. A bulletin from the Lowell Textile School recently came into my hands of such interest that I desire to put before you and the town a few of its most important statements. The bulletin is entitled "Profits Resulting from Textile Schools." "Results of a recent canvass of the alumni lead to the belief that nearly 60 per cent of the graduates are receiving a salary of over $1000 a year; 20 per cent are re- ceiving $2000 and over, with some cases of $4000, $5000 and $7000 salaries. The first graduate has not been out of school ten years. The following is a list of the number of graduates occupying the different positions in the industry, this includes the class graduating in June, 1908."
Positions attained by graduates of day courses since grad- uation :
Principal of textile school or departments
3
Teacher industrial school
II
Mill owner .
I
Mill corporation treasurer
.
I
Mill agent
3
Mill assistant superintendent
II
Mill assistant manager
I
Mill foreman of department
18
Mill purchasing agent
I
Mill auditor and accountant
8
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Textile designer .
30
In commission house
8
Electrician .
I
Assistant engineer
1
Draughtsman
3
Chemist and dyer
29
In business, textile distributing or incidental thereto 33
Journalist
2
Student
. ·
2
Deceased
2
Total
169
WORK OF THE SCHOOL.
There are several topics, each deserving careful and more extended consideration than the limits of this report allow, that I desire to call briefly to your attention.
DRAWING.
In examining various courses of study for the continuation schools (industrial and commercial) of the duchy of Wur- temburg, Germany, I was struck by the fact that drawing seemed to be common to them all. From the attention I have given the matter, I am persuaded more fully than ever before that our courses in drawing ought to be made more of - both free hand and mechanical. It is time for us, when in- dustrial education, from the Governor's inaugural to school report, is in the air, to develop the drawing courses, increasing the time from the scant one period weekly, as now given, to four or better, five. This would require the employment of a teacher practically the entire time, especially if the subject be as popular as at the present time, and would call for a room devoted exclusively to it. There is a mistaken impres- sion prevalent to the effect that only mechanical drawing is desirable for boys. The classes in mechanical drawing are composed, almost without exception, of boys and the free- hand classes, of girls. Free-hand drawing is required in
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technical schools as well as mechanical. It is not only nec- essary to be able to make a drawing from which a machine could be made but it is also necessary to show how that same machine would look in perspective. Those who take me- chanical drawing therefore should supplement it by work in freehand.
BOOKKEEPING AND STENOGRAPHY COURSES.
During the year the new course of study has been put into operation as far as possible. Next year will see it more fully still in force. With the concentration of effort upon the dis- tinctively commercial subjects, with the almost complete separation of the department from the rest of the school in rooms of its own, with the additional hour in the school day and with the incentive that comes from the possibility of tak- ing a position as soon as ready for it, without reference to the time of the year, the outlook for the courses being of greater value to its members than heretofore, is excellent.
SCIENCE.
One of the great needs of the department of physical science is a small electric motor which can be connected with the day current. Many experiments in physics could be per- formed which are impossible now.
As in the case of English, the teaching of physics is in a somewhat unsettled condition. Hitherto the colleges have dominated the situation by means of their admission require- ments. Today there is an insistent demand that High School teachers be allowed to determine what is best for their pupils. There is a distinct attempt to secure the adoption of the following as the aim in physics teaching in high schools : "to bring the pupil to understand as fully as possible the processes and principles underlying the natural phenomena taking place about him." Although in our advanced course we are obliged to follow the Harvard requirements, in our elementary or second year course, we have a somewhat freer hand, though much of our apparatas is adapted to the
131
college requirement experiments only. I am expecting that in our earlier course we shall gradually adapt our work to the new point of view and humanize the course, bringing it into more vital relation with every day living.
HOUSEHOLD OR PRACTICAL ARTS.
While the industrial education movement goes forward apace, gathering momentum, the needs of the girls who are to be eventually the home-makers are largely overlooked. While providing military drill for the boys, ostensibly as a means of physical training, the girls are forgotten and noth- ing provided in the way of training of the body. It has been a mystery to me why some word of protest has not been raised at this injustice. I trust that not much longer will the interests of more than half of our High School population be neglected. When the new High School building comes, as it must within a short time, ample provision should be made for a department of practical or household arts for the girls. While awaiting the coming of that time, the inter- vening time might well be spent in investigating just what should be included in the course of study for such a depart- ment.
MILITARY DRILL.
The battallion under the present military instructor is achieving marked success. Application has been made for permission to organize a rifle team of five, with two alter- nates. Accepting the principle that to be at peace it is nec- essary to be ready for war, it would seem wise to encourage young men to learn to use the rifle. There are two sides, however, to the question.
STEREOPTICON.
Almost every department of the school could make advan- tageous use of a stereopticon and I hope that, some day, the school may own one.
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MUSIC.
I am persuaded that more could readily be made of our course in music, if the instructor had more time that could be devoted to the school. Much time is now given out of hours in training the girls' Glee Club. A mechanical piano player of the better sort would be a welcome addition to the equipment of this department.
USEFULNESS AS A FITTING SCHOOL.
In addition to the list of those of the last class graduated who are in higher institutions, it seemed best to me to put before you in one list, the names of all those who in the last four years have entered such institutions. The list is as fol- lows :
CLASS OF 1905.
Irene M. Hawes, Sargent School of Gymnastics ; Bernice E. Hendrickson, Salem Normal School ;
Charles H. Locke, University of Vermont ;
Florence L. Moore, Salem Normal School ; John C. O'Connell, Boston College ; Edward O. Proctor, Yale University ; Marion L. Russell, Boston University ;
H. Mason Southworth, Yale University ; Florence L. Brown, Normal Art School ; Harold N. Comins, Cornell University ; Henry F. Miller, 2nd, Mass. Inst. Technology ; Rena S. Oliver, Boston University ; Harlan B. Peabody, Salem Normal School ; Gertrude Dinan, Salem Normal School; Cyrus N. White, Mass. Inst. Technology ; Joseph E. Harrington, University of Rochester ; Raymond E. Nichols, Lowell Textile School.
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CLASS OF 1906.
Chester M. Cate, Harvard University ;
Edith P. Gowing, Bradford Academy ; Florence A. Hickey, Salem Normal School ; Mary Preston, Mt. Holyoke College ; Marion S. Butterfield, Boston University ;
Edward J. Donovan, Tufts Dental School ;
Mary E. Flanley, Miss Fisher's Kindergarten Training School ;
Mary A. Gleason, Mt. Holyoke College ;
Alice G. Howe, Smith College ;
Edith W. Proctor, Wellesley College ;
Charlotte Rogers, Radcliffe College ;
Hazel I. Oliver, Salem Normal School; Walter A. Phelps, Dartmouth College ;
Evelyn Ramsdell, Salem Normal School ;
J. Theodore Whitney, Mass. Inst. Technology ;
Chester R. Hall, Worcester Polytechnic Institute ;
Annie E. Lee, Framingham Normal School; Harold D. Miller, Tufts College ;
Reuben N. Perley, U. S. Naval Academy, Annapolis ;
Percy F. Ridlon, University of Maine ;
Arthur Whittekind, Phillips (Exeter) Academy and Bates College.
CLASS OF 1907.
Emma L. Campbell, Miss Symonds' School for Kindergar- teners ;
Max E. Eaton, Dartmouth College ;
Charles Jordan, Dartmouth College ;
Francis E. Low, Boston College ; Jessie A. Maxwell, Radcliffe College ; Mildred G. Parker, Sargent's School of Gymnastics;
Horace N. Lee, University of Maine ; William H. Murphy, Mass. Inst. Technology ; Clide G. Morrill, University of Maine ;
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Ruth M. Parker, Simons College ; ' Frederick A. Simonds, Tufts Medical School.
CLASS OF 1908.
Nathalie Cutler, Normal"Art School ; Ernest M. Daland, Brown University ;
Reba E. Eaton, Mt. Holyoke College ; Albert E. Foster, Yale University ; A. Frank Harrington, Holy Cross College ; Florence G. Kelly, Salem Normal School ; Lillian M. Pearson, Smith College ; Elizabeth L. Partridge, Simmons College ; Helen T. Ryder, Framingham Normal School ;
Nettie L. Savage , Commonwealth School; Helen H. Stearns, Smith College ; Marcus Beebe, Phillips (Andover) Academy ;
Warren W. Oliver, Salem Normal School ; Edward P. Phelps, Tufts College ; Gladys W. Whitten, Wellesley College.
Harold G. Watkins, Mass. Inst. Technology ;
C. Everett Whitney, Mass. Agricultural College.
In the above four classes, two hundred seven (207) young men and women were graduated. Of these, sixty-six (66) or 32 per cent have attended higher institutions of learning, a very creditable showing for Wakefield.
MISCELLANEOUS.
The following facts have been gleaned concerning the fol- lowing alumni of the school :
Chester M. Cate, '06, at the award of Academic distinc- tions at Harvard college, last December, was one of thirteen members of the Junior class to receive a detur, an honor awarded to those only of very high attainments. His name also appears in the first group of scholars of the University.
Edward O. Proctor, '05, was awarded the Thacher prize,
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class of 1909, Yale university, for excellence in extempora- neous debate and also one of the Henry James Ten Eyck second prizes at the Junior exhibition.
Walter Phelps, Dartmouth college, has received Honora- ble Mention in Graphics and Physics in the Sophomore class.
Clide G. Morrill, '07, has been made manager of the Fresh- man debating team at the University of Maine, and is also one of the debaters on it.
Respectfully submitted,
CHARLES H. HOWE.
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STATISTICS.
1904
1905
1906
1907
1908
1909
Number graduated .
55
57
57
35
58
*58
Av'age of Senior class at grad'n
18,5 12
18,4%
18,52 12
18,62 12
18,3
18,62
Senior class, February, 1909 ..
56
59
58
36
61
58
Senior class, when entered ...
94
115
95
75
112
121
Junior class, February, 1909 ..
67
65
42
65
66
76
Junior class, when entered ...
115
95
75
112
121
124
Second year class, Feb., 1909 ..
76
55
90
76
91
88
Second year class, when ent'd.
95
75
112
121
124
127
First year class, Feb., 1909 ...
73
105
113
113
114
131
First year class, when entered
75
112
121
124
127
142
1
Estimated.
The dark faced figures of the Table indicate the member- ship of present senior class in February throughout the course.
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GRADUATION EXERCISES, HIGH SCHOOL, CLASS OF 1908.
Town Hall, Thursday, June 18, 8 o'clock.
PROGRAMME.
Overture
Chorus - The Heavens Resound . Beethoven
Essay (Salutatory rank) - The Reverie of a Book Lover
LENA ISABEL CHANDLER.
Declamation - Citizenship . Frye WARREN WALTON OLIVER.
Chorus - The Red Scarf .
Bonheur
Recitation - The Keeper of the Light . Van Dyke
MARGARET GERTRUDE O'CONNELL.
Semi-Chorus - Out on the Deep Lohr
Essay (Honor rank) -" A Little Nonsense Now and Then is Relished by the Best of Men " GLADYS WINSOR WHITTEN.
Semi-Chorus- Blow, Soft Winds . Vincent
Oration - Industrial Education in Massachusetts EVERETT HANSON COOPER.
Declamation - The Uses of Education for Business MARCUS BEEBE.
Eliott
Chorus - The Beautiful Blue Danube Strauss
Essay and Valedictory - New England Life in Whittier
MILDRED HAZEL CHAMBERLAIN.
Presentation of Diplomas, Mr. J. H. Carfrey,
Superintendent of Schools
Class Song
Benediction, Rev. Austin Rice.
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Motto : Ich Dien - I Serve.
CLASS SONG.
ELIZABETH LEARNARD PARTRIDGE.
The world's broad vistas stretch Before our eyes ; The field of service waits And golden lies. Amid the battle's height, In morning's glad, bright light, We'll strive to fight for right And live to serve.
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