USA > Massachusetts > Middlesex County > Wakefield > Town annual report of the officers of Wakefield Massachusetts : including the vital statistics for the year 1913-1916 > Part 33
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Three hundred and seventeen pupils attend the forenoon session and approximately one hundred and sixty in the after- noon. The two sessions over-lap from 12.15 to 12.57 when the entire school is in attendance. The programs of a number of the teachers have become more difficult, requiring attendance at unusual hours of the day. Quiet in the building all day is a necessity, precluding any noisy work, either in the way of repairs or in the laboratories, except on Saturday. Rehearsals of Glee Club, or orchestra or the use of the pianola are out of the question, without the possibility of disturbing recitations.
However undesirable from the standpoint of the internal management of the school, the two-session day may be, so far as has come to my ears, there has been little or no serious com- plaint of the arrangement.
I have been asked a number of times how long the present building will accommodate the school divided as at present. My answer has been, "Until the three upper classes number 375 pupils." They number 317 at the present time.
The Work of the School
While it is impossible to give in printed words a fair idea of the work of the school, yet a few remarks concerning it may not
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be out of place. In general, the work of the past year has been very much like that of previous years. The following observa- tions concerning individual departments will give some idea of the condition of the school.
Drawing
The department of drawing for the last few years has been receiving increased attention. At present a teacher is in attend- ance four days in the week. As the school continues to grow it will be necessary, in my judgment, to employ the services of a teacher for the entire time. And if instead of two different teachers, each working a part of the time, the work could be in charge of a single teacher who would do all the work, it is my belief that the efficiency of the department would be greatly in- creased. Our accommodations are rapidly becoming inadequate. The room is too small for the classes presenting themselves.
I sometines have this question asked me, "What is the use of drawing?" The boys can understand that mechanical drawing is practical and comes into use in the engineering occupations. It is not clear, however, just what value there is in freehand drawing.
The aims most frequently stated for freehand courses, says Professor Davis of the University of Michigan are: (1) "To discipline the powers of observation, perception, imagination, attention and expression; (2) to reveal the laws of harmony, beauty and design and to stimulate an interest in aesthetics; (3) to provide a source of cultural enjoyment and (4) to develop the practical power of distinguishing between manufactured articles, good and bad, attractive and unattractive."
There is one further consideration in favor of teaching free- hand drawing, which appeals to me as having weight. The same consideration applies also to the study of music and fine arts.
It was the late Hon. William T. Harris, U. S. Commissioner of Education, I believe, who said that with the diminishing working hours of the American workman something must be provided for the hours released from labor. The added hours of leisure are bound to be a curse rather than a blessing if the
239
workman fails to put them to proper use. Time spent in listen- ing to good music, in viewing the works of art that are within the reach of all urban or suburban workers is profitably spent. And the subjects of drawing and music find the greatest justifica- tion for their presence in the school curriculum, in the fact that they make possible the enjoyment of the beautiful.
Manual training and gardening serve the same purpose of providing occupation for spare hours.
Music
The time devoted to music has been increased from one period per week to two periods - due, of course, to the growth of the school. There is need of still further time for this department. At the present time, owing to the fact that we have no room large enough to accommodate at one time, the three upper classes, pupils of the second year class have music only once in each three weeks.
It has become a conviction with me, after a somewhat ex- tended period of observation, that for the music work of the High School to be worth while, the services of an instructor for at least an entire day ought to be employed. The music of the past has been of excellent quality, especially when we consider the opportunities it has enioyed, or failed to enjoy, but it is becoming a question whether it should not be accorded a more important rank. Additional time given by the music director will bring large results, I do not see how any director of a chorus can with any degree of success direct a chorus with- out knowing pretty accurately the voices he has to deal with. To show how necessary an abundance of time is, I have only to say that merely to try in the most elementary way the voices of the second year class required the time allotted to music for five weeks. Much more time could have been profitably spent on the examination of the voices, not only of this class but of all the classes, but this did not seem practicable, if we were to have any chorus work at all. I recommend the employment of the music supervisor three, or better four periods per week.
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English
The work of the English Department is characterized by enthusiasm. Interest in literature, poetry even, is common. Interest in the debating societies continues unabated, and the two issues of the school paper - The Detater, directly under the supervision of the English department have afforded opportunity for a number of pupils to see their productions in print.
Miss Ingram in collaboration with Miss Lee, librarian at the Beebe Town Library, published during the year a booklet "Good Books to Read." This little book is a distinct contribu- tion to the young people of the town.
Science
The work of the Science department has been enlarged by the addition of a course in General Science, given in the first year. I hear from the homes, most encouraging remarks regarding the interest taken by the pupils of this course.
Commercial
The only comment that needs be made concerning this depart- ment is that it has outgrown its quarters on the third floor. Some readjustment will be necessary another year if the depart- ment continues to grow, as is likely. Another teacher may be required.
Military Drill
This department seems bound to suffer this year, from lack of time, owing to the necessity for the first year pupils' being at the school building promptly at 12.57 for their afternoon exercises. Be as expeditious as we may, drill cannot begin before quarter past twelve and to reach the school building at one o'clock, the drill must close at quarter of one. The actual time for drill is, therefore, not more than half an hour. If some arrangement could be made by which we could have the services of the drill master for double the time we now have, I think it would be to the advantage of the battalion.
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Mathematics, etc.
The departments of Mathematics, History and Modern Languages present no features that call for special comment. As far as preparation for college, these departments still succeed as usual.
Latin
Is Latin practical? This is a question that is often asked. For the last three years a most interesting experimental study has been in process in the Dorchester High School, in the commer- cial department, to determine if possible, the answer to the question.
The Ninth Annual Bulletin of the Classical Association of New England gives the following brief outline of what has been accomplished in the experiment :
Apart from the Latin books, Webster's Academic Dictionary is the only reference book needed. The pupils hunt up words based upon Latin roots met in the course, apply prefixes and suffixes, and record in note books as many derivatives as possi- ble, classified as to parts of speech and defined. Few Latin words yield less than a half dozen, some as many as fifty or sixty. After finishing the beginners' book, the pupils read selections from Gradatim, Gate to Caesar, The Second Year Latin, The Gallic War, Ovid, Cicero and Vergil, always making word lists as described above. The refining influence of the literature is an important feature.
Acting on a suggestion made by Professor Holmes of the Department of Education of Harvard University, a series of measurements of Latin and non-Latin commercial PUPILS OF EQUAL ABILITY was made by the English Department of the Dorchester High School, to determine the added power in English words acquired by the study of Latin.
The results were as follows:
January and February, 1914 :
Latin
Averages
Non-Latin
1. Spelling
82.5
72.6
2. Use of Words and Sentences 57.5
40.6
3. Definitions and Parts of Speech 69.5
33.3
4. Meaning of Words and Spelling 57.0
27.5
5. Excellence in Vocabulary 36.0
6.8
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June, 1913:
6. Meaning of Words and Spelling 65.3
12.3
6) 367.8
6) 193.1
61.3
32.18
32.18
Difference : 29.12
Number 6 was particular impressive, since the words were more difficult. In this test among the non-Latin pupils the highest mark was 30 per cent, and five zeros were recorded. In the Latin group the lowest mark was 30 per cent, and the highest 100 per cent, with only three below 50 per cent.
Do not pass lightly over the idea of vocational Latin, since it is hoped not only that boys and girls are helped to a greater earning capacity, but that, in the words of Professor Holmes, "a new line of defence for Latin has been struck, which may prove of the utmost importance for the future of the study."
In view of the results of these examinations, it looks as though the study of Latin was practical beyond question. Anything that helps a person spell better and use words and sentences more accurately must beyond peradventure be called practical.
Professor Holmes' remark is significant.
Junior High School
I wish to call your attention to the so-called Junior High School, which is attracting much attention among educators, and those interested in the re-organization of education. The Junior High School is a school composed of the seventh and eighth grades of the grammar schools and the first year of the High School.
The Senior High School consists of the three upper classes of the present High School. In justifying a change from the present organization, Mr. George Wheeler, Associate Superin- tendent of Schools of Philadelphia makes the following observa- tions :
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"Whether or not a pupil remains in the school past his four- teenth year depends very largely on what is done for him in the seventh and eighth grades. At the very best the period from twelve to fifteen is full of whims and restlessness, and many will drop out of school in spite of our best efforts. Under the present plan the break in his school career comes in the very midst of this critical time. The compulsory attendance law loosens its grip when he completes his elementary course. Given a rest- less boy, a change of schools, and the legal right to leave school, all meeting at the same time, and you have a coincidence that is responsible for much of the tremendous shrinkage in numbers between the eighth and the ninth grade. Postpone the change of schools for a year and you break this dangerous combination. If at the same time we plan the work so as to hold his interest to fifteen, we can probably hold him longer. The mind of the twelve-year-old has a powerful craving for something new and different. Through the junior high school we can do much to meet this perfectly normal desire.
The subjects of study have a broader range, a more practical bearing, and a more vital interest.
This is a favorable time for those who are looking to higher academic training to begin the study of a foreign language. Myths, legends and anecdotes give way to formal history Geography takes a more scientific form. Biology supplants elementary nature study. Elementary physics and chemistry may now be introduced. Drawing takes on more specialized and practical forms. Cooking and other phases of domestic economy for girls and varied types of shopwork for boys give an outlet to their strong desire to do practical things. Physical training, especially adapted to their peculiar needs, can now be given.
It is plain that this varied program cannot be carried on under the one-teacher plan that has prevailed in the first six grades. A modified form of departmental work should be used, not only because the work can thus be done better, but because it is highly desirable to go by easy stages into the full departmental plan of the senior high school. The confusion and bewilder- ment caused by the sudden plunge from the one-teacher regime
244
of the elementary school to the departmental plan of the high school has been responsible for the failure and withdrawal of many of the first-year high school students. The junior high school gives an excellent opportunity to make an easy transition from one plan to the other. There is reason to believe that the junior high school will enable us to do better things and save some money at the same time.
Briefly to summarize, the following are among the advantages of the 6-3-3 plan :
1. It fits the work more closely to the pupil, thus retaining many who formerly dropped out from lack of interest.
2. It shifts to a less dangerous period the change of schools which now occurs just when the compulsory law loses its hold.
3. It provides easy transition from the one-teacher regime to the departmental plan.
4. It provides a definite period in which interests and apti- tudes may be tried out, thus lessening the number of educational misfits in the higher courses."
The following pupils of the last four classes continued their education as follows:
Class of 1911
Ralph W. Christie, U. S. Naval Academy.
Ethel G. Crandall, Smith College.
Mildred Hutchinson, Smith College.
Daniel O. Ferris, Wesleyan University.
Frances E. Jackson, Mt. Holyoke College.
Olive D. Waterhouse, Salem Normal School.
Helen A. Johnson, Boston University. Bernard I. Cohan, Tufts Dental School.
Paul B. Eaton, Mass. Agricultural College.
Alfred E. Wilkins, Mass. Agricultural College.
Allen R. Greenleaf, Mass. Institute of Technology.
Ralph R. Pitman, New Hampshire State College.
245
Class of 1912
Everett A. Carleton, Rhode Island State College.
Marjorie Cartwright, Art School of the Museum of Fine Arts. Florence J. McAuliffe, Boston College. Alma Eaton, Mt. Holyoke College.
Adeline F. Hall, Salem Normal School.
Esther E. Nelson, Salem Normal School.
Francis D. O'Connell, Boston University.
Elizabeth P. Payne, Salem Normal School.
Katherine N. Whitten, Wellesley College.
Paul Cartwright, Huntington School and Brown Univ. George H. Abercrombie, Worcester Polytechnic School. Mary Bridge, Salem Normal School.
Raymond G. Brown, Mass. Institute of Technology.
Theodore F. Cram, New Hampshire State College.
Edward S. Duffill, Mass. Agricultural College.
Lawrence R. Harris, Phillips (Exeter) Academy and Lowell Textile School.
C. Wesson Hawes, Mass. Institute of Technology.
Carl H. Holmberg, Mass. Institute of Technology.
Walter J. Wolfe, Mass. Institute of Technology.
Philip W. Morrison, Jr., Rhode Island State College. Lillian M. Oram, Salem Normal School.
Jessie L. Pease, Waltham Training School for Nurses.
Russell B. Perkins, Dartmouth College.
Helen Randall, Simmons College.
Class of 1913
Alfred E. Collison, Phillips (Exeter) Academy.
Nathalie Cox, Simmons College.
Elsie L. Doleman, Lasell Seminary.
Florence Emerson, Wellesley College. Constantine Soteriades, Clark College. Daniel J. Macleod, Mass. Agricultural College. Ethel M. Hickey, Mt. St. Mary Seminary, Hooksett, N.H. Lillian E. Moses, Wellesley College. Alice M. Pike, Mt. Holyoke College.
246
Emily H. Preston, Mt. Holyoke College.
Herbert I. Wilkins, Huntington School and Harvard. George W. Killorin, Jr., Holy Cross College. Edward Hazen Walton, Norwich University. Harry B. Freeman, University of Washington. Robert P. Holmes, Mass. Agricultural College.
Raymond S. Wilder, Wentworth Institute, Boston.
Ruth Willey, Salem Normal School.
Grace V. Young, Waltham Training School for Nurses.
Class of 1914
Harold C. Pearson, Graduate Student, Wakefield High School.
Ruth W. Boardman, Mt. Holyoke College.
Hildur L. Carlson, Mass. Normal Art School.
Geneva A. Daland, Simmons College.
Mina B. Eaton, Mt. Holyoke College.
Annie E. Horton, Salem Normal School.
Eugene J. Lenners, Boston College.
Marion P. Mansfield, Framingham Normal School.
Margaret E. O'Connor, Simmons College.
Harold W. Quimby, Harvard College.
Henry E. Richards, Mass. Institute of Technology.
Martha E. Thresher, Boston University.
Hester A. Walker, Salem Normal School.
Katherine G. Walton, Wellesley College.
Carrol T. Bonney, Norwich University.
Howard A. Bouve, Tufts College.
Charles D. Dalzell, Rhode Island State College.
Manson M. Dillaway, Tufts College.
Earle R. Stewart, Mass. Institue of Technology.
Seventy-three graduates have pursued their studies beyond graduation - or twenty-nine per cent of the entire number, 259. .
The school is the recipient of the following pictures:
Blind Milton Dictating "Paradise Lost," Munkacsy, from the class of 1917.
Captive Andromache, Leighton, from the class of 1916.
247
High School Statistics
1910
Dec. 1910
Dec. 1911
Dec. 1912
Dec. 1913
Dec. 1914
No. graduated Aver. age at graduat.
61 1812
53 1812
71 1812
65 183
70 1812
1812
Senior Class Sr. Cl., when entered
66
53 127
72 142
67 125
70 122
146
Junior Class Jr. Cl., when entered
69 127
89 142
78 125
81 122
90 146
84
135
Second Year Class 2d Yr. Cl., when ent.
101 142
92
95 122
108 146
ยท 98 135
147
168
First Year Class
115
117
138 146
127 135
161 168
146
1st Yr., Cl. when ent.
125
122
158
*Estimated.
The dark faced figures of the table indicate the membership of the present senior class through its course.
Respectfully submitted,
CHARLES H. HOWE.
*80
81
124
125
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GRADUATION EXERCISES, WAKEFIELD HIGH SCHOOL CLASS OF 1914
Town Hall, Thursday, June 25, 8 o'clock
Programme
Overture and March
Chorus - Away to the Woods
Schrammel Arr. by Geo. F. Wilson
Declamation (Honor Rank)-Forefathers' Day John D. Long
Henry Edward Richards
Essay (Salutatory Rank)-Poetry and Young People Ethel Josephine MacMaster
Chorus-Welcome, Pretty Primrose Pinsuti
George F. Hoar
Declamation-The Path of Duty Harold Charles Pearson
Chorus-Out on the Deep Lohr
Oration-The Individual in Education George Leo Sullivan
Recitation-The Gold Louis Anonymous
Emma Maud Crocker
Chorus-Venetian Song Tosti
Recitations-a. The Bald Headed Man b. "If" Kipling
Manson McKown Dillaway
Chorus-Song of the Vikings Faning
Essay and Valedictory-A Legend of My Fatherland
Hildur Linnea Carlson
Presentation of Diplomas-Mr. Arthur H. Boardman,
Class Song
Chairman School Committee
Music by Katherine G. Walton
March
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Motto - He conquers who conquers himself
CLASS SONG
Hildur Linnea Carlson
O happy days, O blessed years, O memories ever sweet, From thee at last we part with tears, We leave thy loved retreat.
O fleeting Past, thy days are gone, Thy golden hours are sped; Thy blessed days so full of song, O whither have they fled?
And now we wait in breathless pause To brave the eternal fight, Girding ourselves for one true cause, Armed with the sword of Right.
Almighty God, our souls enflame With thoughts of Thee and love; We seek not glory, praise, nor fame, But meekness from above.
Give us to know our work to do, With faith our hearts set free, That we may strive with ideals true To serve humanity.
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GRADUATES
Commercial
Martha Elizabeth Burrill Marcella Frances Carr Mae Margaret Clements Charles Eugene Creedon Emma Maud Crocker George Vaughn Crocker Viola Alice Dade James Daniels
Clarence Hollis Fay
Carl Roy Friberg
Annie Marjorie Gillis
Wilbert Webster Hayward
Joseph Warren Leach Mildred Mansfield Lord
Bertha Hazel MacIntosh
Ethel Agnes Mccullough Margaret Stohl McMahon Florence Edith Moncrieff Mabel Gertrude O'Neill Mabel Rose Oram Edmund Joseph Payro
Harold Charles Pearson Robert Parker Phipps
Miriam Scoullar
Mary Theresa Shelley Alice Mae Singer Mildred Slack Clarence Alexander Thompson
Roger Alfred Vint Dean Everett Waldron
Katherine Wilkinson
Classical
Anna Geraldine Barnes Ruth Walton Boardman Hildur Linnea Carlson Geneva Alice Daland Mina Bertha Eaton Annie Estelle Horton Henry Stephen Fay Elizabeth Knight Eugene John Lenners Ethel Josephine MacMaster
Marion Poole Mansfield Mildred Louise Mellett Margaret Ella O'Connor Zelma Richardson Peabody Harold Warner Quimby Gladys Louise Richards Henry Edward Richards Pauline Britton Taft Martha Elsinore Thresher Hester Ashton Walker
Katherine Gould Walton
General
Carroll Taber Bonney Howard Allston Bouve Edward Upton Bridge Charles Davies Dalzell Manson McKown Dillaway William Henry Doucet Beatrice Millicent Fuller George Francis Gardner Alvin Williamson Gordon
Raymond Alvin Griffin Mina Augusta Harrison Leon Robert Horne Ernest Eric Johnson Alice Harriet Morrison Cora Elizabeth Potter Earle Reynard Stewart George Leo Sullivan
Frank Alexander Tredinnick
1
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REPORT OF THE SCHOOL PHYSICIAN
An examination of all pupils in the grades and of the first year class in the High School was begun November 1 and com- pleted before Christmas. This included an inspection of the throat and teeth, examination for enlarged glands, the noting of discharge from the nose, eruptions on the skin, and occasional noting of anaemia or malnutrition. It did not include an examination of the heart and lungs unless suspicion was directed to those organs. The principal diseased conditions found were enlarged or diseased tonsils and decayed teeth. The former, that is, diseased tonsils, were found much more frequently in the lower grades than in older children. No note was made of the decay of the first teeth unless it was so pronounced as to be likely to effect the health of the child. The six year molars - the first permanent double teeth, were badly decayed in children from eight to ten years old. After about the tenth year a large number of children had lost these entirely and as a consequence fewer decayed teeth were found. Again about the thirteenth year a large number of children showed decay of the twelve- year molar, while in the high school quite a number showed the loss of some of these. The largest number of decayed teeth noted in one room was twenty-two out of forty-four pupils. The largest number of diseased tonsils noted in one room was five. Tonsils were not noted unless enough enlarged to seriously interfere with the throat or else showing marked evidence of disease. Undoubtedly many small cavities in the teeth also escaped detection. Notice was sent to the parents in all cases, using the blanks provided by the State Board. The number of notices sent as a result of the examination by schools was as follows: Hamilton, 41; Hurd, 26; Prospect, 17; Greenwood, 59; Montrose, 13; Franklin, 71; Woodville, 10; Lincoln, 135; Warren, 49; first year high school, 45; or a total of 466. Also a consider- able number of notices have been sent from time to time through- out the year.
252
Regular visits have been made to all schools except the high school practically once a week. At some of the smaller buildings the intervals have been longer, but visits have been made at once when contagious disease was reported in' any building and daily visits often made if there seems to be danger of con- tagion.
At the regular visits suspicious cases have been investigated and contagious or parasitic diseases excluded at once. Teachers frequently ask me to verify their tests of sight and hearing and many notices have been sent on this account.
The health of the pupils is on the whole good, and as a rule parents co-operate in our efforts to better the condition of their children physically.
The attention to vaccination reported last year has been continued and children entering school from this or other towns have been examined for scar unless they brought a straight certificate of successful vaccination.
As last year, no treatment has been prescribed, but notice is sent to consult the family physician or regular dentist as the case may be. It is an open question whether this is always the way that gives the best results.
CHARLES E. MONTAGUE, M.D.
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APPENDIX A
Statistics
Population, Census 1900 . 9,260
Population, Census 1910 . 11,404
According to school census, the number of children in town between five and fifteen in September, 1914 2,107 September, 1913 2,044
Increase
63
Number between seven and fourteen, September, 1914 1,487
Number between seven and fourteen, September, 1913 1,448
Average membership, ending June, 1914 2,250.21
Average membership ending June, 1913 2,189.55
Increase
60.66
Total membership, 1914 2,552
Total membership, 1913 2,502
Average attendance for 1914 2,104.43
Average attendance for 1913 2,068.90
Per cent of attendance for 1914 93.52
Per cent of attendance for 1913 94.49
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