USA > Massachusetts > Worcester County > Oakham > Town annual report of the officials of Oakham, Massachusetts 1900 > Part 11
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Teachers .- Miss Lulu Baker, who had been the efficient teacher of the primary school for two years, resigned in June, and was succeeded in September by Miss Isabelle Jones. Miss Jones resigned in January to accept a position offered her near her home, and Miss Bertha B. Pieree was secured for the place. Fortunately, Misses Burnham and Converse remain with us, and the expected good results of continued service are evident in their work.
The Work of the Year .- The usual work has proceeded with- out friction, and a good spirit of industry has prevailed. In connection with my bi-monthly visits, I have frequently met the teachers after school for conference and discussion regard- ing plans and methods.
The teaching of singing has recently been introduced, the primary teacher taking the work in the intermediate room as well as her own. The Weaver material and the Educational Music Course are used, as in Oakham, though no supervisor is employed as yet. A good beginning has been made.
The Building .- Allow me to call the attention of the Commit- tee to the suggestions made last year in regard to finishing the rooms. The lighting, the warming, and the ventilation of the building are excellent, and the furniture in the rooms is good. These standard utilities are highly valued. The beauty and attractiveness of the rooms would be greatly increased at small expense by the application of kalsomine of proper tint to the walls and ceiling. Good blackboards would add much not only to the appearance of the rooms, but to their every-day useful- ness.
THE SELECTION OF TEACHERS.
The School Committee shall select and contract with the teachers of the public schools, shall require full and satisfactory evidence of
16
their moral character, and shall ascertain by personal examination their qualifications for teaching and their capacity for the govern- ment of schools; or in lieu thereof, may accept the diplomas granted by the State normal schools of this Commonwealth to their gradu- ates .- Revised Laws, Chap. 42, Section 28.
The powers of the selectmen or of the assessors may affect the interests of citizens in more material and.tangible ways, and so receive a larger degree of public attention ; but those who understand the real sources of public welfare will grant that no more important powers are exercised by any town official than those exereised by the School Committee. And the most vitally important power of the Committee is conferred by the section of the law quoted above.
During the past year, the committees of the district have had to fill nineteen vacancies, in a total of thirty-four teaching posi- tions. The preliminary correspondence required to find suitable candidates has fallen to the superintendent, and usually he is expected to select the best one he can find for nomination to the Committee. Personal interviews of both Committee and superintendent with candidates have been held when practi- eable. In about half the eases the superintendent has been directed to engage the best teacher he eould secure, subject to later election by the Committee. In performing this duty the superintendent has exereised all the eare which the circum- stanees allowed. In only three cases has it been necessary to engage a teacher without previously seeing her, and in these cases evidence of her fitness was in hand.
It is widely becoming recognized that the sueeessful manage- ment and teaching of a school requires ability of a high order. The superintendents and committees of Massachusetts, par- ticularly, are looking for teachers of rare personal endowment, of scholarly attainment, and professional training. The stronger graduates of our normal schools are quickly absorbed by the schools of the wealthier eities and towns, often beginning at a salary larger than any we pay. The fact that there are many other occupations now open to the class of young women who formerly turned to teaching for a livelihood has further reduced the number of aspirants for positions in the sehools.
These and other causes have brought about a scarcity of the
17
sort of teachers which public opinion now demands. Just as in other lines where demand exceeds supply, the possession of the thing desired becomes a matter of money. Teachers whose ability commands $400 per year are beyond the reach of those who pay, as we do, $320 or $360. If we are so fortunate as to secure an ambitious young teacher of excellent natural ability, the experience we give her soon makes her eligible to promo- tion. This usually means, with us, her election in another town, where she may turn the results of her experience into cash. I have many expressions of appreciation from those who have left us, of my efforts to aid the development of their teach- ing power. While these are pleasing, it is also discouraging to know that the developed power must go to the service of other schools than our own.
Every good citizen desires not only that our present stand- ards of school results shall be maintained, but that definite improvement be made each year. For the attainment of this end, the permanent employment of efficient teachers is the essential condition. In order to supply this condition it is increasingly clear that committees must have at their command a larger share of the town's funds. The ability to pay a dollar or two more per week often makes the difference between a thoroughly good school and a partial failure.
If any think that present school expenditures are excessive, let me remind them that all our towns are well down the list in the proportion of their taxable property appropriated for the support of schools. In the last graduated table at hand, in which the 353 towns of the State are arranged numerically with regard to this feature, Holden stands 34th, Rutland 87th, Paxton 237th, and Oakham 336th. In the calculation which 1 published last year, it was found that the daily cost of the schooling of a child in our towns was between nine and one- third and ten and one-half cents, while the average cost for the State is fourteen cents. It is thus evident that a considerable increase of school expenditures may be made without taxation which is excessive as compared with other towns. It will usually be found that the larger resources may most profitably be used in the selection and retention of good teachers.
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THE ELEMENTARY COURSE OF STUDY.
As the framework for our scheme of instruction, we are using the outline prepared by Dr. John T. Prince, agent of the Board of Education, and published in his Third Report upon a Course ยท of Studies for Elementary Schools. This document includes, also, a discussion by Dr. Prince of the scope, relations, sequence, and limitations of the several subjects, and every teacher is expected to become familiar with the ideas set forth in this discussion. In the teachers' meeting, and by means of mimeographed notes, the superintendent adds to the outline various suggestions and directions intended to be helpful in reducing it to practice in the school room.
An important feature of Dr. Prince's outline is the arrange- ment of all the subjects of study pursued in the elementary schools into five groups. This arrangement contributes greatly to simplicity, and is a valuable aid to the teacher in getting a firm and comprehensive grasp of the material of instruction.
Group I includes the language subjects: (a) reading, (b) writing, (c) composition and spelling, (d) memory work, (e) grammar.
The following are extracts from the superintendent's notes on this group, which are placed in each teacher's portfolio :-
All the various lines of language work specified in the outline, when once begun, should be carried on continuously, each receiving its due share of attention. Grammar begins in the latter part of the sixth grade.
The training of pupils in the art of effective speech should be a prominent part of the work under this group. The use of the speech organs in oral reading, in all reeitations, in deelamations, in conver- sation, and in singing should be made the occasion of sneh training. Require the pupil's best work in all forms of expression, oral as well as written. "The tongue should go before the pen."
In penmanship, we need a revival of attention to the old things, rather than emphasis on the new. The correct position of feet, body and arms, correet penholding, and the necessity of "museular movement" for ease and speed, have remained the same through all the changes of style in regard to slant. Other things being right, Alant is determined by the position of the paper, and is easily managed. Teachers are expected to carry out with vigor the directions of the specialists who may assist us, of the authors of the copy books, and of the superintendent. "The price of success in
19
teaching writing is enthusiasm and work on the part of both teacher and pupil." Can success in anything be bought at a less price?
Letter writing, as the most common form of written composition, should receive special attention. Instruction and practice in it should begin as early as the fourth grade, and should continue through the course.
In life, writing is done for some one to read, and people talk for others to hear and understand. Let school training be like life. Let pupils read and recite to the class as an audience. Honor the best work with a larger audience, if possible.
The reflex action of good expression should be considered by the teacher. Expression is the final act of knowing. In the preparation of daily lessous, pupils should be trained to prepare to express in good form the things learned. Omission of this is a source of great loss. Power of thought and power of speech grow together, and each helps the other. Thought unexpressed is thought incomplete.
Group II comprises the mathematical subjeets: (a) arithme- tic, (b) form and geometrical exereises, (e) algebra, (d) book- keeping.
The first three lines of work named are admirably embodied in the Werner series of arithmeties now in use in all our sehools. These books are characterized by the elimination of obsolete and superfluous topies, by the practical nature of the exercises presented, by large provision for so-called "mental arithmetie," and by the "spiral advancement plan," which is the natural plan of child growth. Under the guidance of a good teacher, a child will "think his way through" these books, and come out with a good degree of power to apply numbers to the needs of life.
The fourth of the mathematical subjeets, bookkeeping, is not yet satisfactorily provided for.
Group III is the science group, ineluding: (a) nature study, (b) geography, (c) physiology and hygiene, (d) information reading connected with the foregoing subjeets.
Our work in nature study varies with the interest and ability of the teacher. Some of the most valuable results have been seeured through the raising of plants by nearly all the children, and in a few sehools by the cultivation of small gardens at school and at home. . We hope to extend this line of work.
In geography the new Frye series of books is in use. These
20
excellent books largely furnish the material of instruction, and determine the order of its presentation.
The statutory requirements in physiology and hygiene are met by a series of lessons during the winter term, an outline of which is furnished by the superintendent. An "Oral Lesson Book" is used as a guide by teachers in the primary grades, and in most of the schools a text-book for pupils is used in the higher grades.
Information reading in connection with the science subjects is limited in amount by the books at hand and the time avail- able.
Group IV includes: (a) history and biography, (b) civil government.
The former subject is given in oral stories in the primary grades, followed, in the intermediate grades, by historical readings, and in the grammar grades by serious study of a standard text-book. A brief course in civil government is included in the work of the ninth grade.
Group V comprises: (a) drawing and art, (b) manual train- ing, (c) singing.
For good results in these lines, close supervision by one or more specialists is usually regarded as essential. Though most of our schools have nothing of the sort, some teachers are doing creditable work. Drawing is given at least two half- hour lessons a week in all the schools. Manual training is represented only by a small amount of paper cutting and folding, a little basketry, or other simple handwork. In singing, Paxton and Oakham have recently begun systematic work, the latter with a special supervisor. Few of the other schools now do anything in this important subject. It is hoped that other committees may approve the plan now in operation in Oakham.
Eighteen separate subjects are mentioned in this outline, all of which are pursued in the best schools of the Commonwealth. Ten of these are required by statute, and all the others are firmly established by intelligent public opinion. Those to whom the list appears formidable should remember that some of the subjects appear only in a part of the course, that others require but a small proportion of time, and that the subjects of a group are so closely related as to form really but one broad subject.
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THE TEACHER AND THE COURSE OF STUDY.
The matter to be taught to the several elasses, the order in which it shall be taught, and the time allowed for teaching it are fairly well defined by our course of study. Considerable elasticity of requirement is always necessary, however, owing to the different conditions of schools and the varying eapaeity of elasses and of teachers.
The course of study, while highly important, is not the vital matter. The quality of the teaching as it goes on day by day is the chief concern. How to get the teaching done in such a manner that well-organized knowledge shall become the per- manent possession of the pupil ; that in the process of acquir- ing knowledge the pupil shall be developing the love and power of acquirement ; that by repeated applications of his knowledge, he shall become skillful in these applications, -this is the com- plex and ever-present problem of school supervision.
The successful carrying out of a modern course of study re- quires, especially in grammar grades, a mueh broader academie training than many teachers possess. Even the teaching of the simpler school arts is often defeetive on account of lack of skill in them on the part of the teacher. Penmanship is sometimes poor because the teacher cannot produce good writing readily, and thus fails to utilize the imitative tendeneies of children. Drawing is taught poorly, because the teaeller talks instead of draws. Good oral reading is lacking where the teacher eannot give the children inspiring ideals by living example.
In the broader "content subjeets," instruction is often weak because of deficiencies of scholarship in the teacher. In arith- metie, our aim is to develop the power and habit of elear think- ing and accurate caleulation. The teacher who has never been charmed by the beauty of the mathematical method, and whose skill is hardly equal to the demands of an aeeurate report from a school register, will fail to get the highest results in this sub- ject. In history, I find pupils memorizing texts and failing to get pietures of the great events which the books record, because the teacher has never seen those pietures elearly and eannot reprodnee them. In geography, the absence of the broad view of the subject which a knowledge of its allied seiences alone ean give, makes impossible the best results. Nature study will
.
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be scrappy and pointless if the teacher has never grasped the view of the world revealed by modern science.
Beside having the scholarship required by present-day teach- ing, the successful teacher must be well grounded in the principles of her art, and skilled in the application of those principles to the specific work in hand. There has slowly developed a body of solid edneational doctrine, with which no teacher can be ig- norant and do the best of which she is capable.
In view of present ideals in school work, the teacher may well say, " Who is sufficient for these things ?" Our own teachers, as a rule, are trying by ardnous effort to remedy their deficien- cies and to fulfill the high obligations of their position. Be- sides the regular preparation for the daily work of the school- room, the serions study of Dr. E. E. White's "The Art of Teaching" has been expected this year. Many teachers have already passed creditably a written test on the contents of the book, and testify to the practical value of their study of it.
The usual teachers' meetings have been held, in connection with which some special work is generally required, which has been cheerfully done.
It is high praise, but I think it is justly given, when I say that our teachers have practically adopted the creed of the good teacher of the twentieth century, which has thus been formu- lated by Henry T. Bailey: "I believe in the child, and in working for his good, first, last, and all the time. I believe in continued professional growth in knowledge and technical skill."
THE FACTORS OF A GOOD SCHOOL.
The essential factor of a good school is a good teacher. But only when the power of the teacher approaches genius can a good teacher alone make a good school. The liberal taxpayer, who provides suitable rooms, the needed appliances, and a salary sufficient to enable the teacher to live in reasonable com- fort and to procure the means for self improvement; the sympa- thetic parent, who is as anxious that the teacher shall like her children as that the children shall like their teacher; a community which approves good condnet and condemns lawlessness,-all these are needed to make a good school.
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The most potent influence on the character of the school is that of the homes of the community. An editorial in the current number of the magazine Education so clearly states the pertinent facts that I quote a part of it :-
Every superintendent and every teacher knows that the atmos- phere of the home has a large share in determining the attitude of the pupil at school. The home has the child in five or six determina- tive years before the school gets him at all. After he begins his schooling the influence of the home is predominant for seventeen or eighteen hours in the twenty-four hours of each day, to the schools six or seven. The natural respect and love of the child for his par- ents properly enthrone their standards and their judgment as his ultimate rule and law. Family feeling asserts itself, and what his brother or sister will say or think of anything, profoundly affects a young child's views and actions. The homes where prompt obedi- ence is exacted from the children by the parents; the homes where intelligence forms the daily environment, the homes where things material are orderly; the homes where wholesome food, pure air and water, proper clothing, temperate habits, quietness, subordination of the trivial to the important are insisted upon, where study and work are put first, and play and amusement, while by no means despised or eliminated, are made secondary,-such homes send to the school- room pupils who make teaching almost a pastime. The other kind of homes contributes the difficult problems of the teacher's experience. The difference is felt during the first hour of the first day of the first term by nearly every teacher. He knows almost instantly whether he has a hard job or an easy one before him, and the determining factor in nearly every case is to be found in the homes from which the pupils have come.
To the many parents who have responded to our efforts to unite the home and school in mutual helpfulness, our sincere thanks are extended.
In writing this report, I have had in mind as prospective readers, not only members of committees, but the intelligent citizens of the towns who are interested in the work and prob- lems of the school. As a further means of securing the knowl- edge on which helpful criticism and suggestion may be based, we invite visits to the schools for consultation with the teachers and inspection of the work.
In conclusion, let me express my sense of obligation to my associates in the schools for their loyal assistance, and to the members of the several committees for their continued confi- dence and support.
Respectfully submitted, HERBERT J. JONES,
Superintendent of Schools. Holden, Mass., March 9, 1904.
ANNUAL REPORT
OFTHE
Town Officials
OF
KHA
MAS
S
1775
C
U
S
FOR THE
Financial Year Ending March 1, 1905.
BARRE, MASS. : MRS. JENNIE C. SPOONER, STEAM BOOK AND JOB PRINTER. GAZETTE OFFICE.
ANNUAL REPORT
OF THE
Town Officials
OF
O AKH
200
MAS;
TS
1775 CHUS
FOR THE
Financial Year Ending March 1, 1905.
BARRE, MASS .: MRS. JENNIE C. SPOONER, STEAM BOOK AND JOB PRINTER. GAZETTE OFFICE.
TOWN OFFICERS FOR 1904.
TOWN CLERK : JESSE ALLEN.
SELECTMEN :
FRANK S. CONANT, HARRY B. PARKER, *CARLOS P. HILL.
ASSESSORS : S. H. BULLARD, WM. GAFFNEY, FRANK NYE. OVERSEERS OF THE POOR : JESSE ALLEN, WM. S. CRAWFORD, WM. S. SPEAR. COLLECTOR : WM. S. CRAWFORD.
TREASURER : FRANK S. CONANT.
CONSTABLES : WM. S. CRAWFORD, WM. C. BLISS, O. D. WEBBER, W. M. ROBINSON. AUDITOR : JOHN P. DAY. FENCE VIEWERS :
JESSE ALLEN, *CARLOS P. HILL, LEWIS N. HASKELL.
*Deceased.
-
4
SCHOOL COMMITTEE :
JESSE ALLEN,
MRS. M. L. WOODIS, HORACE W. LINCOLN.
LIBRARY TRUSTEES :
MRS. M. L. WOODIS, FRANK E. DAVIS, JESSE ALLEN.
CEMETERY COMMITTEE :
*D. R. DEAN, WM. S. CRAWFORD, JESSE ALLEN.
SUPERINTENDENT OF STREETS :
WILLIAM A. NYE.
MEASURER OF WOOD : WM. S. CRAWFORD.
CATTLE INSPECTOR : SANFORD H. BULLARD.
TREE WARDEN : CHARLES H. TROWBRIDGE.
SEXTON : JAMES P. FAIRBANK.
FOREST FIREWARD : WALTER A. WOODIS. SEALER OF WEIGHITS AND MEASURES : CHARLES M. PACKARD.
SCHOOL SUPERINTENDENT : HERBERT J. JONES.
+Deceased.
REPORT OF THE SELECTMEN.
THE Seleetmen submit the following financial report for the year ending March 1, 1905 :
PAID TOWN OFFICERS.
TOWN CLERK.
Paid town clerk, services,
$24 15
Copying and verifying records and in-
scriptions,
12 50
Express and postage,
4 75
$41 40
TREASURER.
Paid treasurer, services,
$25 00
Postage,
5 64
30 64
COLLECTOR.
Paid collector, services,
$75 00
Collector's book,
1 25
Discount on taxes,
164 14
Postage,
7 00
Printing tax bills,
1 70
249 09
T
6
SELECTMEN.
Paid F. S. Conant,
$25 00
H. B. Parker,
25 00
Traveling expenses,
16 50
Postage and telephone,
2 91
$69 41
ASSESSORS.
Paid S. H. Bullard,
$30 00
Frank Nye,
36 25
William Gaffney,
30 00
Book and express,
3 50
Record of 44 deeds and 5 probates,
7 60
Printing valuation list,
20 00
127 35
OVERSEERS OF POOR.
Paid for support of paupers,
292 33
SCHOOL COMMITTEE.
Paid for support of schools,
2423 39
SUPERINTENDENT OF STREETS.
Paid for repairing highways and bridges, Opening roads, 1904, $34 14
1291 32
Opening roads, 1905,
560 18
594 32
BALLOT CLERKS AND TELLERS.
Paid H. S. Harwood,
$4 00
J. N. Ball,
2 00
W. A. Bushnell,
2 00
J. P. Fairbanks.
2 00
O. D. Tottingham,
2 00
A. C. Morse,
4 00
E. C. Hunt,
2 00
18 00
1
7
INSPECTOR OF CATTLE.
Paid S. H. Bullard, 1903, $24 00
S. H. Bullard, 1904, 24 00
$48 00
LIBRARY TRUSTEES
Paid for support of town library,
76 92
AUDITOR.
Paid John P. Day, 18 00
REGISTRARS OF VOTERS.
Paid H. B. Parker,
$8 00
C. P. Hill,
4 00
F. S. Conant,
8 00
Jesse Allen,
8 00
28 00
STATE AID.
Paid M. J. Kenner,
$60 00
S. Amanda Reed,
48 00
Horace M. Green,
36 00
John E. Stone,
48 00
Eliza Caldwell,
4 00
Henry Guilford,
48 00
Zenas Tolman.
24 00
Russell Arnold,
18 00
286 00
SOLDIERS' RELIEF.
Paid Edward S. Crowd, 60 00
8
STREET LAMPS.
Paid C. H. Parker & Son., supplies, $16 70
James C. Bemis, care, 26 00
Harlan Angier, care and supplies, 31 00
$73 70
SEXTON.
Paid J. P. Fairbanks, 35 50
INSPECTOR OF PROVISIONS.
Paid S. H. Bullard,
36 75
SHADE TREES.
Paid C. H. Trowbridge, tree warden, 15 00
BOND FOR TOWN OFFICERS.
Paid Lee, Higginson & Co., for collector, $10 00
O'Brien & Russell, for treasurer, 15 00
25 00
FOREST FIRE WARDEN.
Paid C. H. Trowbridge, $0 52
Samuel Sherman, 52
1 04
STATE ROAD.
Paid selectmen,
478 44
CEMETERY COMMITTEE.
Care of cemeteries, 32 75
9
MISCELLANEOUS.
Paid City of Worcester, C. L. Lloyd, 1903 bill, $5 10
F. J. Reddican, printing, 2 50
Mrs. Jennie C. Spooner, printing, 24 75
F. J. Reddican, printing, 4 25
D. H. Rice, sheriff, 11 70
Same, 3 00
F. S. Conant, supplies on Memorial hall,
45 67
W. C. Ayres, labor on Memorial hall, 81 54
Town of Rutland, one-half expense for boundary stone, 3 00
Joseph Benway, labor on culvert,
3 00
Perry Wood, 4 lamp posts,
2 00
D. H. Rice, sheriff,
4 00
C. H. Parker & Son, supplies for Memorial hall, 12 10
John Gilboy, wood, J 10 63
Good Roads Machinery Co., 1 No. 2 chag scraper,
7 31
Edmund Cody, team, 2 00
D. H. Rice, Wm. Murdock case, 21 90
F. E. Crawford, search warrant, 5 10
H. D. Bullard, wood, 8 50
F. E. Crawford, search warrant, 5 20
George Butler, chimneys, 1 20
E. W. Coffin, shades and lamp,
3 95
F. E. Davis, care of hall and ringing bell, 45 00
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