USA > Massachusetts > Worcester County > Oakham > Town annual report of the officials of Oakham, Massachusetts 1900 > Part 7
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13
And you are directed to serve this warrant,by posting up three attested copies thereof. one at each of the Post Offices, and one at the Congregational meeting honse, in said town, seven days, at least, before the time of holding said meeting.
Ilereof fail not, and make due return of this warrant, with your doings thereon, to the Town Clerk. at the time and place of meeting as aforesaid.
Given under our hands this eleventh day of March, in the year one thousand nine hundred and three.
FRANK S. CONANT, Selectmen HARRY B. PARKER, of
CARLOS P. HILL, 5 Oakham.
THIRD ANNUAL REPORT
OF THE
Superintendent of Schools
FOR
The Central Worcester District.
TOWNS: Holden, Oakham, Paxton, Rutland, Worcester County, Mass. March, 1903.
THE CENTRAL WORCESTER DISTRICT.
The district was formed July 16, 1900. The services and salary of the superintendent are shared as follows: Holden, five-tenths ; Oakham, two-tenths ; Paxton, one-tenth ; and Rutland, two-tenths. The superintendent's year begins Aug. 1. Thirty-three teachers are employed in thirty-one schools. The chairman of the joint commit- tee is Jesse Allen of Oakham, and the secretary is Mrs. Marion E. Warren of Holden. The names of the members of the various com- mittees, with the expiration of their respective terms. are shown below :
HOLDEN.
Term Expires
James A. Holden, chairman, -
-
-
1903
Mrs. Martha E. Graham, -
-
-
-
1903
T. Walter Howe, -
-
-
-
- 1904
Mrs. Marion E. Warren, secretary, -
-
- 1904
Mrs. Addie M. Holden,
-
-
- 1905
William J. Powers, -
-
-
-
- 1905
OAKHAM.
Term Expires
Jesse Allen, chairman, -
-
-
1903
H. W. Lincoln, - -
-
-
- 1904
Mrs. Minnie L. Woodis, secre tary, -
- 1905
PAXTON.
Term Expires
Mrs. C. F. Flint, -
-
-
- 1904
Lewis S. Clapp, chairman, - -
-
-
- 1905
Mrs. E. P. Keep, secretary, -
- 1906
RUTLAND.
Term Expires
William C. Temple, secretary, -
-
- 1903
Dr. David P. Butler, chairman, -
-
- 1904
Dennis E. Smith, -
-
- 1905
-
-
ANNUAL REPORT.
To the School Committees of Holden, Oakham, Paxton, and Rut- land :
I herewith present the third annual report of the superin- tendent of schools for the Central Worcester District, and ask the attention of the committees and the citizens of the several towns to its contents. As in former reports, subjects of interest to the district as a whole are first presented. other matters being treated later under the heading, "The Towns in Particular."
In my second report, I described in some detail the various activities which employ the time andenergies of your super- intendent. The year now closed has been filled with similar activities. Nearly all the school days have been spent in the school-rooms, the time being divided in the proportion speci- fied on the preceding page. Evenings, Saturdays, and all but four weeks of the school vacations have been largely devoted to the various duties of the position, aside from that of school visitation.
Like the previous years of my work as your superintend- ent, the one covered by this report has been made very pleas- ant by the good will of the thirty-one groups of children met twice each month, by the loyal co-operation of my fellow workers in the schools, by the confidence and support of able committees, and by the kindness of the people of the towns.
ATTENDANCE.
The tables here inserted show the facts of attendance in the various schools by terms. The "Summary of Attendance" shows the attendance of the year by towns. Comparing this
STATISTICAL TABLES.
HOLDEN.
SCHOOLS
TEACHERS
TERMS, 1902-'03
No. Weeks
Average
Membership
Attendance
Per Cent. of
Attendance
Per Cent.
for Year
No. Cases
of Tardiness
High School.
|A. K. Learned, Prin. Marion E. Bascom,
Spring .. Fall
11 16
39.6 46.5 47.0
35.3 41.5
90.0 90.0 88.7
89.6
11
Center, Grammar.
Alma M. Atwell
Spring .. Fall
12
26.0 33.0
23.0 29.0
88.4 87.8
37
Alma M. Atwell
Winter .
8
28.0
26.0
92.8
89.7
9
Center, Primary
Margery A. Rice. Margery A. Rice Margery A. Rice
Spring .. Fall
12
32.5
28.8 23.7
88.6 87.5
45
Jefferson, Higher
M. Bessie Tidd Helen L. Smith.
Spring.
12 16
16.7 20.5
15.9 20.1
95.7 93.5
17
Helen L. Smith
Winter .
8
21.0
16.8
80.0
89.7
55 26
Jefferson, Room 4
Clara K. Bascom Clara K. Bascom
Spring ..
12
16
28.4 35.9 30.4
26.1 33.0
92.1 91.7 77.2
87.0
58 27
Jefferson, Room 3 .
Elizabeth Hoxie Elizabeth Hoxie Elizabeth Hoxie.
Spring .. Fall
12
38.8 40.4 39.2
35.3 33.7 31.6
91.0 86.0 80.0
85.7
28 26
Jefferson, Room 2
Esther C. Hendricks .
Fall
16
36.0 28.1 25.4
18.3.
71.7
84.5
12 18
Mary L. Gove
12
31.1 29.7
28.5 25.5
91.6 85.5
0
Mary L. Gove
Winter .
8
18.6
11.4
61.2
79.4
17
Chaffin, Grammar.
Florence L. Johnson. Florence L. Johnson. Florence L. Johnson.
Spring . . Fall
16
33.8 37.9 34.1
31.9 34.4 30.7
90.0
91.4
4
Chaffin, Primary
Mabel C. Reid Mabel C. Reid Mabel C. Reid
Spring .. Fall
16
37.4 35.5
28.8
80.8
87.2
6
Quinapoxet, / Grammar
....
1 1
Alice Frye Alice Frye Alice Frye
Spring .. Fall
16
31.0 29.4
24.5
87.7
17 11
Quinapoxet, / Primary
Lillian A. Warner. Lillian A. Warner. Lillian A. Warner.
Spring .. Fall
16
23.4 23.7
24.4 20.7 18.8
86.8 86.1 78.9
83.9
13 20
Winter .
8
Spring .. Fall .
12 16
14.8 20.5 19.9
14.3 19.3
96.6 04.3 87.6
92.8
12
Spring .. Fall
18
21.0 23.0 21.3
18.8 20.1 16.8
88.0 86.8 79.2 84.7
30
Winter .
8
Spring. Fall
16
18.7 18.8 16.2
17.8 16.7 13.0
91.5 88.0
3
Dawson.
Catherine E. Crowe .. Margaret A. Dolan ( Margaret A. Dolan
Winter .
4
12
23.9
16
21.1 21.7
20.7 19.9 20.1
08.4 94.8 82.3
95.2
18 20
Unionville
1 Ellen R. Boban . Ciare H. Groby. 1 Clare 11. Groby
Spring .. Fall . . Winter .
16 8
18.3 21.4 02.0
18.0 21.0 15.6
05.1 90.2 71.3
85.5
15
-
61
16
27.1 27.2
22.7
83.4
86.5
40
Clara K. Bascom
Winter .
8
16
Winter .
8
12
34.1 24.9
94.8
22
Esther C. Hendricks .
Winter.
8
Winter.
7
12
27.2
25.3 33.6
87.9.
Winter .
9
12
28.9
26.5 28.1
91.0 89.0 83.0
30
Winter .
8
12
27.9
10
North Woods
Margaret G. Fleming. Lillian G. Ryan Lillian G. Ryan
Winter .
8
12
1
Springdale
1
South
Sadie I. Packard Sadie I. Packard ( Sadie 1. Packard
Spring .. Fall Winter.
8
12
0
19
10 10
Assistant Winter .
12
41.7
Alma M. Atwell
7
16
8
Winter.
Fall
Fall
32
Jefferson, Room 1.
Mary L. Gove
Spring .. Fall
16
12
6
1
20
17.5
Florence Kirby Maud F. Findeisen Maud F. Findeisen.
12
8 13
76.5 86.5
0
-
Esther C. Hendricks . Spring ..
88.1
4
23.5
93.5 90.7
92.9
in Term
Average
PAXTON.
SCHOOL
TEACHERS
TERMS, 1902-'03
No. Weeks
in Term
Average
Membership
Average
Attendance
Per Cent. of
Attendance
Per Cent.
for Year
No. Cases of
Tardiness
Grammar
Rachel W. Cornwell .. Jennie R. Burnham . Jennie R. Burnham . .
Spring .. Fall
14 12
13.3 19.7 18.6
11.7 18.2
88.2 92.5
128 52
Winter ..
7
16.4
87.8
89.5
48
Intermediate
M. Alice Converse. M. Alice Converse. M. Alice Converse
Spring . . wall
14
19.9
18.2 23.3
91.4 91.8
37
Winter ..
8
22.8
18.6
81.9
88.4
50
Primary
1
Lulu M. Baker.
Winter ..
8
28.5 30.6 25.1
20.5
81.5
88.3
$ 32
RUTLAND.
High School
G. Harold Ellis, Prin. Spring .. Edith L. Claflin,
12 12
27.8 35.8 29.2
23.8 32.6 23.9
85.7 90.4 82.1
86.1
83
Center, Grammar. .
Jennie R. Burnham Elrie P. Neweomb. Elrie P. Newcomb.
Winter ..
8
45.8 51.5 45.8
40.5 45.1 34.9
88.4 89.7 77.9
85.3
42 19
Center,
Jennie B. Gilbert Bertha Gleason
Spring . Fall .
12
37.3
32.2
86.0 85.3
124
Intermediate
Bertha Gleason
Winter ..
8
41.6
28.7
68.8
80.0
66
Center Primary ..
Annie M. Jenness Annie M. Jenness Annie M. Jenness
Spring Fall .
12
47.1
41.7 26.5
67.0
77.4
59 60
North Rutland. ...
Grace E. Damon Mabelle Heald Mabelle Heald.
Spring . Fall .
12
33.2
27.3 30.1
82.7 91.0
27
Winter ..
8
33.1 22.6
17.9
79.2
84.3
29
West Rutland
Lucy M. Grant Lucy M. Grant Luey M. Grant.
Spring . . Fall . Winter ..
8
32.0 35.0 35.0
33.0
94.0
94.0
12
OAKHAM.
Center, Grammar.
-
Florence E. Bothwell. Spring .. Florence E. Bothwell. Fall .. Florenee E. Bothwell.
10 11
18.8 21.2 20.5
17.7 20.2 18.2
95.0 93.0 91.0
93.0
10 50
-
Minnie M. Mellen
18
Center, Primary ..
Minnie M. Mellen
Minnie M. Mellen
Winter.
11
17.0 14.3
16.0 16.4 13.5
96.0 96.5 94.3
93.6
15 12
1
Lena R. Edmands ..
Spring . Fall
10
9.0
8.8 9.3
98.0 94.0
1
Coldbrook
1
Blanche Packard
Winter ..
11
8.9
8.1
91.0
94.3
0) 4
1
Blanche Paekard Spring Mrs. Minnie Woodis .. Fall . Mrs. Minnie Woodis .. Winter ..
11
17.7
16.4
92.9 90.6
4
5
16.0
14.0
87.5
90.0
1
West
1 Althea Russell Althea Russell ( Althea Russell
Spring . Fall
11
18.7
17.9
94.7
10
Winter ..
11
19.5
17.0
87.2
92.6
11
Assistant
Fall .. Winter ..
10
12
32
Spring . Fall
12
12
44.0
37.7
77.0 88.3
30
Winter ..
8
39.3
29.0 34.0
91.0 97.0
10
17
Winter ..
11
Spring . Fall
10
17.0
11
11
9.8
17 3
15.7
1
10
17.9
17.2
96.0
5
14
92.2
21
Lulu M. Baker.
Spring . Fall
12
26.2 28.0
91.2
36
93
12
42.2
33.7
112
12
12
12
11
South
Blanche Packard
12
25.4
44
Lulu M. Baker
28 57
6
SUMMARY OF ATTENDANCE.
HOLDEN
OAKHAM
PAXTON
RUTLAND
Total
No. enrolled since September 1, 1902. .
560
89
85
281
1015
Average membership for year
473.1
81.2
68
226.1
848.1
Average attendance for year
417.2
75.5
60.4
190.9
744.0
Per eent. of attendance for year .
89.3
93.1
88.7
85.1
89.1
Per cent. of attendance for last year ..
90.0
93.5
86.6
87.6
89.4
summary with the one of last year, there will be noted an increase of all the items but one in the "Total" column, though some of the towns show losses. The "per cent. of attendance" is slightly decreased in all the towns except Paxton. It is well to realize the meaning of this item. The average per cent. for the district, 89.1, means that the equiv- alent of more than one day of school in every two weeks is lost on account of the absence of pupils. Some of this loss is, of course, unavoidable, but I am convinced that much of it might be prevented by due care in the matter on the part of parents. The teachers are instructed to ascertain the rea- son for every case of absence, and to record in the register whether the case is excusable or not. The reasons rendered confirm fully the words of Secretary Hill:
There are scores of reasons assigned for the non-attendance of children at school that cannot, in any fairness, mako the absence necessary. They are reasons that parents or pupils may readily over - come by a little extra pains, a little greater sturdiness, a little more self-denial, a little greater forethought, a little higher conception of duty.
The indifference of many parents to the value of school privileges has led to the passage of compulsory attendance laws. The law of Massachusetts includes the following provi- sions:
Every child between seven and fourteen years of age shall attend some publie day school in the city or town in which ho resides during the entire time the public day schools aro in session, subject to such
1
7
exceptions as to children, places of attendance and schools as are provided for in section three of chapter forty-two, and sections three, five and six of this chapter. The superintendent of schools, or, if there is no superintendent of schools, the school committee, or teachers acting under authority of said superintendent or committee, may excuse cases of necessary absence. . . . . Every person having under his control a child as described in this section shall cause him to attend school as herein required, and if he fails for five day sessions, or ten half-day sessions within any period of six months while under such control, to cause such child, whose physical or mental condition is not such as to render his attendance at school harmful or im- practicable, so to attend school, he shall, upon complaint of the truant officer and conviction thereof, be punished by a fine of more than twenty dollars.
I have the names of fifty-six children reported by the teach- ers as absent for more than ten half-day sessions within a period of six months, without a reason which makes the ab- sence necessary. The parents of such children are plainly subjects for the action of the courts.
The "Roll of Honor," printed in the several town reports, shows the appreciation of many parents and pupils of the benefit of regularity in school attendance. Due recognition should also be made of the many pupils who are equally faithful, but whose necessary absence caused the omission of their names from the list. In fact, it is a small minority of parents and pupils who are seriously delinquent in the matter under consideration. It is for this minority that the compulsory attendance laws are framed. I strongly recom- mend the enforcement of these laws.
8
FINANCIAL FACTS.
The following table, compiled from data at hand, will be found to contain some interesting figures :
HOLDEN
OAKHAM
PAXTON
RUTLAND
1. Valuation of town
$1,310,479
$330,025
$302,937
$669,332
2. Valuation per child of aver- age membership
$2,769.98
$4,064.35
$4,454.95
$2,961.22
3. Raised by taxation for schools last year.
$8,000
$1,200
$1,200
$3,750
4. Taxation for schools per thousand of valuation. . .
$6.10
$3.63
$3.96
$5.60
5. Taxation cost per child of aver. membership per year
6. No. of school days in year ..
$16.89 180
$14.78 160
$17.65 170
$16.58 160
7. Taxation cost per child of aver. membership per day
$.093
$ .092
$ .104
$ .103
The best test of the financial ability of a town with regard to school expenditures is the valuation behind each child of the average membership of its schools. The average valua- tion for each pupil in the average membership of the public schools of the State is $7,319. Comparing the amounts oppo- site the second item in the table with this sum, it will be seen that our towns are comparatively poor.
The average rate of local taxation for the support of schools in the State is $3.70 on each thousand dollars of valu- ation. Comparing the figures opposite the fourth item, it is seen that all but one of our towns are taxed at a higher rate.
The average local taxation cost of support for each child in the average membership for the State is $27.04. Our towns get along with the modest sums set opposite the fifth item.
The schooling of the average child in Massachusetts costs $0.14 per day. \ Paxton child goes to school in the morn- ing, is furnished his books, paper and all other needed mate- rial, and is instructed during the day by a competent teacher. He has cost the town, when he returns home at night, $0.104. A pupil in any other of our towns costs a few mills less per day. And yet there are a few people among us who raise the question of a reduction of school expenses!
9
The problem of the equalization of the school burdens of the towns of the Commonwealth still puzzles the authorities. In the words of Secretary Hill, "There are extremes, anoma- lies, incongruities, indeed, in a state policy that is admirable in the main, but they none the less merit correction." Our towns, however, are to be congratulated on the fact that, under the present plan of distribution of State funds, their share of those funds is so generous. The table above shows that the local taxation cost of our schools is not excessive. As to the possible value of what is received in return for the expenditure, let me refer to the quotation from State Superintendent Schaeffer in my last report, and also to the following paragraph from him:
Commissioner W. T. Harris collected statistics showing that in the Commonwealth of Massachusetts, which gives every child an average schooling of seven years of two hundred days each, the average daily earnings of the people are 33 cents in excess of the earnings for the rest of the United States, which gives the child but four years (a little more ) of schooling. For the entire State of Massachusetts this excess amounts to $250,000,000 annually. In the days when the present wage-earners were at school in Massachusetts, she spent about ten millions upon her schools. Now, if you can put $10,000.000 into brains and get a return of $250,000,000 in increased earnings-$25 for every dollar invested-who will dispute the proposition that money spent in the right education of the people is the best invest- ment of public funds ever made ?
THE TEACHER IN THE SCHOOL SYSTEM.
The supreme fact should not be overlooked, however, that the interests of the State are indissolubly bound up with the interests of its children, that these interests are too vast and sacred to be trifled with, and that they demand for their protection and promotion the very best of teaching service. Now, granting all the exceptions that may be cited, it remains true that trained teachers render by far the better service. The State for sixty years has pressed for such ser- vice-it opened its first normal school in 1839. It maintains today, at large expense, ten normal schools. Its prime motive in aiding so many of its smaller towns is to enable them to engage this superior service. The State pays half the salaries of all the district superin- tendents, it contributes a special sum of money to every superin- tendency district, it requires every town, every city, to employ a superintendent of schools ; and all to make more effective, if it can, the teaching in the public schools .- Secretary Hill, Sixty-fifth Report.
10
Your superintendent recognizes the truth so forcibly stated by our honored secretary. On the character, ability, and skill of the teacher mainly depends the success of the schools. The critical question concerns what goes on when the teacher stands before her class. To the degree in which she is then able to command the attention of the pupils, to arouse their interest, to call forth their energies, and direct those energies into educative work, to that degree will the ends of the school be reached. To assist in the higher development of such ability is the supreme and most difficult function of the super- intendent. By plans for the work to be required, by personal instruction, by illustration of principles and methods at my visits, by encouragement and suggestion, by kindly but plain personal criticism, by the arrangement of teachers' meetings, by the direction of the teachers' reading along professional lines, and by all other means available, I have tried to increase the effectiveness of the teaching. In the pursuit of this end, however, I recognize fully the absolute necessity of willing and intelligent endeavor on the part of the individual teacher. It is impossible to impart knowledge, skill, or power to another, whether that other be a pupil or teacher. These results grow in the individual as the result of that individual's own activities. The provision of opportu- nity and stimulus, and the direction of aroused energies into the most fruitful channels, form the main work alike of the teacher with regard to her pupils and of the superin- tendent with regard to his teachers.
In accordance with this idea it is intended to give full lib- erty to the individuality of the teacher within the limits of established educational principles. It is assumed that the teacher has brains and she is expected to use them.
The superintendent's ideas are further expressed in a circu- lar sent to teachers recently, and which was made the basis for discussion in a teachers' meeting:
Intelligence and earnestness, native taet and power of control, genial manners and sympathy with childhood, all these qualities are of the utmost importance to the success of the teacher. Care should be taken to maintain and strengthen these natural personal endow - ments. Supplementary to them, special professional study is neces-
11
sary to the highest success. Normal school attendance is desirable as aiding in such study, but every teacher, whether normal courses have been taken or not, should make it a regular part of her business to study in professional lines. Some of these lines are indicated below :
1. The Children Themselves. Our work is ministering to the growth of children. Knowing the children is a fundamental necessity. Attentive, sympathic observation of individuals in the school, at play, and in their homes, yields many practical results, not the least of which is preparation to understand and appreciate books on psy- chology.
ยท
2. The Subjects of the Course of Study. Each of these may furnish nutriment for the mind of the teacher as well as that of the pupil. Full, accurate, and fresh knowledge of the subject taught is one of the greatest needs in instruction, and one of the strongest aids in man- agement. It begets confidence in the teacher on the part of pupils, and " confidence is the sure basis of cheerful obedience." The special matter of the text-books used by the pupils should be so mastered by the teacher that she may be independent of the book in class exer- cises. The general plan of the book should be comprehended and usually followed in instruction. Authors' prefaces and suggestions to teachers should be carefully considered. A growing knowledge of the subjects as sources of educative material will characterize the progressive teacher.
3. Educational Books. Pedagogical experience and scientific study have settled some things. Books like Dr. White's "School Manage- ment," and the same author's " Art of Teaching," record established conclusions. By the study of such books the teacher may greatly lessen the high cost of tuition in the school of experience.
4. Educational Periodicals. They record current thought and practice, and many give helpful details for immediate use. Every teacher should read one or more.
5. History in the Making. fRelating the school and its work to the present life of the world should be a distinct aim of the teacher. Hence the teacher must keep in touch with current events. The newspaper must be read, with judicious skipping. Current maga- zines should be scanned for matter valuable professionally.
Thus much as to strictly professional studies. But so great a factor in teaching is personality that any reading or study which refreshes the spirit, enlarges the sympathies, or enriches the mind will result in increased professional power.
Several questions designed to bring out the facts regarding the experience and professional study of our teachers were later answered by all our force. From the answers it appears that length of experience varies from five months to forty
12
years; that one half of the teachers entered on their work with no professional preparation whatever; that only seven are nor- mal graduates; and that all the remainder had some prepara- tory training in normal schools, city training classes, or col- lege courses.
The answers to questions in regard to professional reading are exceedingly suggestive, but it will suffice here to say that the teachers are commendably responsive to the superin- tendent's efforts in this matter. It is particularly encouraging to find from the answers that all agree with the statements of the circular quoted above, and that every teacher considers herself as growing in efficiency, an estimate which the superin- . tendent approves.
The salaries of our teachers below the high school range from $256 to $432 per year. Consequently, "resigned to accept a better position," is a frequent phrase in the latter part of this report. One of the features most discouraging to com- mittees and superintendent is the lack of the funds necessary to retain, in many cases, our growing, ambitious teachers.
The teacher's work, with all its pleasant features, involves large nervous expenditure, and has many perplexities and trials of patience. The management of a very few children in the home is frequently a task which disturbs the serenity of father and mother. And yet the teacher is expected, rightly enough, to secure cheerful obedience, orderly conduct, and at- tention to business, on the part of large groups of children. In the performance of the task the teacher needs all the clicer, encouragement, and practical assistance which parents can render. I have urged upon teachers, when beginning work in a new school, to endeavor at once to establish cordial relations with the parents of the children, and by no means to let the acquaintance begin when some occasion for complaint has arisen. I would also remind parents that the highest useful- ness of the teacher to their children depends upon intimate acquaintance with them, and upon the support she has from the home.
Parents should not wait until a call at the school is made necessary by some friction which has been discovered, but
13
should do their part toward the early formation of the cordial relations previously mentioned. The best results are possible in education only when teacher and parent work together in the harmony born of mutual understanding and regard.
THE ELEMENTARY SCHOOL PROGRAM.
"Orthography, reading, writing, the English language and grammar, geography, arithmetic, drawing, the history of the United States, physiology and hygiene, and good behavior," are the subjects required by law to be taught in the public schools of the Commonwealth. Such other subjects as the school committee consider expedient are permitted.
The proper distribution of the limited school time among the subjects, especially in our "multigraded" schools, is one of the most serious problems of school economy. Each teacher has this year made a special attempt to prepare a well- balanced daily program, in which the number of minutes to be devoted to each subject, including both study and recitation, is definitely specified. The ratio of the time given to each subject per week to the whole weekly school time, has been calculated and reported to the superintendent.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.