USA > Massachusetts > Worcester County > Oakham > Town annual report of the officials of Oakham, Massachusetts 1906 > Part 2
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Spring . Fall ... Winter ..
11
29.8
27.9 29.4 27.3
92.4 93.0 91.6
92.0
45
Jefferson, First Primary .. .
Laura L. Chenery .. Laura L. Chenery . Laura L. Chenery ..
Spring .. Fall ...
12
51.0 46.3 46.0
47.0 44.1 36.8
92.1 94.5 79.8
88.8
10 57
Jefferson,
Esther C. Hendricks. Esther C. Hendricks. Esther C. Hendricks.
Spring .. Fall ... . . Winter ..
12
37.3
35.4 36.5 33.1
95.7 95.0 89.2
93.3
12
Jefferson,
Clara K. Bascom Agnes Dolan
Spring . Fall.
12
36.1 30.2
33.7 29.4 27.5
93.3 96.5 95.8
95.2
34
Jefferson, Grammar.
Ella O. Peterson
12
31.0 27.3
28.4 24.3
91.6 81.6 86.0
86.4
1
Chaffin Grammar.
L. Ula Skelton L. Ula Skelton. L. Ula Skelton.
Winter .. 11
Spring .. Fall ..
12
23.2
30.4 23.5
96.1 97.1
26
Quinapoxet Primary.
1
A. Florence Kirby .. A. Florence Kirby .. A. Florence Kirby ..
Winter .. 11
22.6
21.4
94.5
95.9
6 8
Quinapoxet
Ida G. Abbott. Ida G. Abbott Ethel H. Crowe.
Winter .. 11
Spring .. Fall
12
20.0
21.6 19.0
93.0 95.0
20
North Woods.
Margaret V. Gray. Margaret V. Gray .. Margaret V. Gray
Winter .. 11
18,6
17.7
95.0
94.3
23 19
21
Springdale
Mary G. Cahill. Mary G Cahill.
Winter ..
11
10.0
49.0
78.0
5
Dawson.
1 M. Agnes Dolan. Bertha Sanderson. { Margaret Tracey.
Winter ..
11
24.0
19.8
92.8 89.4 82.2
88.1
5
South
Sadie I. Packard Sadie I. Packard Sadie I Packard.
Spring .. Fall. .... Winter ..
1ยบ
21.3
20.2 18 2 15.8
98 8 95.0
96.3
45 47
12
20.9
91.0
43
Unionville
Agnes L. Kirby. Agnes L. Kirby Agnes L. Kirby.
Spring .. Fall Winter .. ..
12
41
11
24.8 22 0
20.0 22.3 19.5
90.6
. .
.... 89.8
35
-
Adella L. Adams. Clara K. Bascom .... { Clara K. Bascom
Spring Fall ..
12
20.0 25.7
18.2 22.5 21.0
86.9
89.4
20 23 19
0
Chaffin Primary .
Ella O. Peterson. Ella O. Peterson.
Spring .. Fall ..... Winter .. 11
12
29.9 31.8 30.6
26.5
86.0
90.7
3 0
12
31.0
12
24.4
23.8 28.9
97.0 97.0 88.7
94.2
48 30 47
12
23 0
20.0 26.0 21.0.
18.2
91.0 94.0
19
Spring . . Fall .. . . .
12
23.0
11
25.6
21.0 22.9
95.0 91.0
1
Spring . . Fall ..
11
12
29.5
.Grammar
Mary G. Cahill
12
Spring .. Fall.
12
23.0
91.2 90.0
Winter .. 11
24 1
26.5
22.8
26.1 29.1
-
Agnes Dolan
Winter .. 11
12
12
12
1
12
12
24
30
12
Winter ..
11
12
11
38.1 36.8
4
Second Primary )
31
Intermediate.
Winter ..
11
43.3
30.2 31.6
27
12
15
164 51
-
1
95 0
12
18.4 16.6
11
27.4
24.2
87.8
23
Spring .. Fall ..
4
15
29.7
PAXTON.
SCHOOLS.
TEACHERS.
Terms 1905-6
No. Weeks
in Term.
Average
Membership.
Average
Attendance.
Per Cent. of
Attendance.
Per Cent.
for Year.
No. Cases of
Tardiness.
Primary
Minnie F. Hodgkins .. Spring .. Mabel C. Reid. Fall UMabel C. Reid. Winter ..
17 12
28.7 32.3 29.5
25.0 29.4 23.3
79.1
85.0
51
Intermediate.
M. Aliee Converse ..
12
9
28.5
23.4
82.1
87.8
58
17
38
Grammar.
Jennie R. Burnham .. Spring .. Jennie R. Burnham. . Fall .. Jennie R. Burnham .. Winter ..
9
15.3 17.4 18.0
13.4 16.0 15.8
87.9 91.6 87.4
.... 89.0
31
RUTLAND.
William S. Dunn,
High School ..
Prineipal Edna H. Johnson,
Spring .. Fall ... Winter ..
13 12 15
27.0 28 4 28.5
24.2 27.0 26.4
89.5 95.0 92.5
..
93 44 123
Center,
Blanehe Kelley.
Spring . Fall. Winter.
12 16
29.6 25.5
27.8 23 1
94.6 90.9
92.8
15
First Primary ..
Mary E. Carpenter ... Beulah W. Higgins. Beulah W. Higgins.
Spring Fall ...
16
35.0 33.4 45.3
33.3 29.5 36.9
95.1 88.4
27
Seeond Primary
Martha E. Bemis.
28
Intermediate
Martha E. Bemis. Martha E. Bemis.
Winter ..
5
33.6 34.1 44.0
32.5 32.3 40.4
93.7 94.8 92.6
93.7
30 14
1
Kathryn L. Johnson .. Kathryn L. Johnson .. Kathryn L. Johnson ..
Spring .. Fall ..
12
33.6 40.7 39.8
31.9 38.3 35,8
94.9 94.2
32
Grammar.
1
M. Louise Spencer .. Anna F. Finnerty ... Anna F. Finnerty ..
Spring .. Fall .... Winter ..
9
30 8 36.5 31.4
26.3 32.8 23.6
75.0
83.0
90 25
West Rutland.
1 1
Genevieve Doran. Marion Kelleher .. Marion Kelleher.
Spring .. Fall .. . Winter ..
12
36.2 27.9 24.9
32.2 26.4 22.5
89.0 94.6 90.4
... 91.3
4
OAKHAM.
6
Center Primary ..
Mrs. Minnie M. Dav .. Spring. Fall. Mrs. Minnie M. Day .. Mrs. Minnie M. Day . Winter ..
10 11
24.0 24.4 21.6
23.6 23.9 20.5
96 5 97.5 95.0
96.3
3
Spring.
10
16.6 18.3 17.5
16.3 17.4 15.5
98.0 95.0 90.0
94.3
6
1
Ruth E. Butterfield .. Ruth E. Butterfield .. ( Ruth E. Butterfield ..
Spring .. Fall
11
11.7
10.5 11.1 10.8
95.0 96.5 98.0
96.5
1
Spring. ..
10
16.0
1
South
1 Aliee L. Dwelley. Mrs. Minnie G. Woodis Fall .. . .. ( Mrs. Minnie G. Woodis Winter.
8
19.8
15 6 19.5 18.1
97.3 98.5
4
12
20.5
$8.3
94.7
27
West.
1 Alma G. Russell. Julia Connelly .. / Julia Connelly.
Spring .. Fall
11
11.1 14.9
9.7 14 4 123
91.7
91.7
5
..
15 44
9
Spring . . Fall ...
17
23.0 28 2
20.5 26.0
89.2 92.2
53
( M. Aliee Converse ..
Assistant
92.3
29
Center.
Winter ..
5
81.5
88.7
16
Spring .. Fall
12
16
9
89 8
93.0
24 69
42
North Rutland ..
84.0 90.0
....
. .
14
16
Center Grammar ...
Florenee E. Bothwell Florence E. Both well. Fall.
11
19
1
Florence E. Bothwell. | Winter ..
11
10
11.0
Coldbrook
1
Winter
11
11.0
10
1
0
Winter
11
13.4
.
M. Alice Converse ..
101
Winter ..
122
9
Blanehe Kelley.
11
12
12
Winter ..
12
12
12
5
11
11
85.0 91.0
87.3 96.6
1
6
the column headed "Average Membership" shows the number of pupils who are expected to be present every day in any given term, unless prevented by reasons which make absenee necessary. The column headed "Per Cent. of Attendanee" shows the pro- portion of this number present on the average every day through the term. The difference between this per cent. and 100 shows the part of its expenditure for which the town has received no return in actual serviee to its pupils, simply because pupils were not present to enjoy their privilege.
The summary shows a slight inerease in the per cent. of attend- ance in all the towns except Paxton.
Thoughtful parents realize the necessity of constant attend- ance at school in order to secure the highest benefit to the ehil- dren. Unfortunately, not all parents consider the matter seriously. Temporary convenienee often outweighs considera- tion for the good of the children and of the school, and a day's absence now and then is carelessly allowed. I appeal to all par- ents for co-operation with the teachers in this matter.
Teachers are directed to find out promptly the reason for every absence, and to excuse those which are necessary, which the law permits to be done. They have reported to me the names of those who have been absent ten half-days in any period of six months, such absenee not being exeused as necessary. A list of such pupils will be furnished the committees, and it is hoped that the attendance officers will be directed to secure amendment in the future, or to proseeute the parent, as the law provides.
THE ELEMENTARY COURSE OF STUDY.
In my fourth annual report I gave an aeeount of our general scheme of instruction. This scheme was in the hands of teachers, largely in the form of mimeographed notes. During the past year, in consultation with a committee appointed by you, the general scheme was revised, details were added, and the whole printed in a pamphlet entitled "An Outline of a Course of
P.
7
Study for the Schools of the Central Worcester Union." Copies of the pamphlet may be obtained by parents and others inter- ested, on application to the secretaries of the several committees.
The grouping of the elementary school subjects proposed by Dr. John T. Prince, agent of the Board of Education, was adopted in the outline. This grouping is as follows :
GROUP I. LANGUAGE. (a) Reading, (b) Writing, (c) Composition and Spelling, (d) Memory Work, (e) Grammar.
GROUP II. MATHEMATICS. (a) Arithmetic, (b) Form and Geometrical Exercises, (c) Algebra, (d) Bookkeeping.
GROUP III. ELEMENTARY SCIENCE. (a) Nature Study, (b) Geography, (c) Physiology and Hygiene, (d) Information Reading connected with the lessons of this group.
GROUP IV. HISTORY. (a) History and Biography, (b) Civics.
GROUP V. MISCELLANEOUS. (a) Drawing, (b) Manual Training, (c) Singing.
In the apportionment of time to each group of studies, teachers are directed to approximate the proportion recommended by Dr. . Prince. This varies somewhat in the different grades, but, on the average, half of the time is to be devoted to the work of groups I and II, which include "the three R's." In practice, more than half, in the lower grades much more than half, of the time and strength of pupils and teachers is given to the subjects in these groups. It is safe to say that a far larger amount of matter is read, a much greater number of pages of good writing produeed, and much more practical ability with numbers de- veloped, than in the days when "the three R's" constituted nearly the whole of the sehool eourse.
In previous reports, I have indicated our aims and plans in the several subjeets of the course, and need not here repeat. Special comment will be made only on the subjeets of Group V.
(a) Drawing. The School Arts Book is a monthly magazine edited by Mr. Henry T. Bailey, formerly agent of the Board of Education, in charge of drawing. In this magazine there is appearing a series of monthly Outlines for Rural Sehools, by
8
Mr. Walter Sargent, the present State supervisor of drawing. These outlines form our course of study in drawing for the present year. The School Arts Book, containing, besides the outlines, much other material of the highest value to teachers of drawing, is furnished to every teacher in the elementary schools. Its monthly visits are proving the next best thing to a living supervisor. Teachers who devote proper attention to prepara- tion for teaching the lessons, and who can handle a class with some skill, are securing creditable results. All are doing much better on account of having the book.
(b) Manual Training. "The educative value of hand training through constructive work is recognized. Though no system- atic, uniform course is practicable, teachers are expected to comprehend the underlying principle of manual training, and to apply it as far as conditions will permit. Paper folding and cutting, card-board construction, basket-making with reed and raffia, and the making of various other articles for use in school and home, are some of the numerous ways in which the educative use of the hand may be secured."
The kinds of work indicated in this quotation from the Out- line are being done in a majority of the schools, and though it does not fully answer the need, it is considered decidedly worth while.
One writer has said that the fundamental reason for manual training is that children are born with hands. The "appetite for manipulation" is strong in every normal child, and the neglect of this appetite is one of the most serious defects of the school. Our teachers are trying to adjust available forms of hand work to the needs of the child and to the special conditions of the schools.
Mr. Henry T. Bailey thus puts the matter :
The fundamental reason for maintaining manual training in the schools may be stated briefly to be the insistent demand of child nature for some- thing to do by hand; a demand made, as we now know, unanimously by body, mind and heart. The general direction which the instruction should
9
pursue is determined by three factors: the interests of the child at the time, the social and economic conditions under which he lives, and the ideals toward which he should grow; in other words, whatever he does should be interesting, practical and beautiful.
(c) Singing. In all but four small sehools, "regular, sys- tematic work in singing" is being done, according to teachers' reports. In the four schools, the teacher's inability to sing is the hindering condition. Rote songs and blackboard exereises in the lower grades, and the same continued in connection with a music reader and the Weaver slips in the higher grades, eon- stitute our course in this subject. Results vary with the skill of the teacher, but in most of the schools creditable effort is made and much is accomplished.
The subjects of Group V are usually favored with supervision by specialists. Our teachers deserve commendation for their excellent effort to conduct the work without such aid.
"CLASS-INDIVIDUAL INSTRUCTION."
The arrangement of the studies of the school into a continuous series of yearly portions called a course of study, and the classi- fication of pupils for instruction with reference to these yearly portions, together form one of the most useful deviees of the modern school. The teaching of pupils of similar attainments in groups of considerable size has many advantages. "Class exercises," in which the pupils of a group work together at a common task in a spirit of mutual help under the direction of a competent teacher, are highly educative. But in such groups there are always some pupils whose mental condition unfits them to profit by the treatment which may be best for the majority. The attempt to produce a "lock step" in the mental movement of a whole class has never succeeded. Several devices have been invented for the purpose of properly providing for the pupil who fails to "keep step" with the elass. One plan arranges a "double track" through the course of study. On one traek those pupils who can do it may travel rapidly, while the slower
10
minds take the other track. Another plan allows pupils to ad- vance in small groups, with frequent opportunity for re-group- ing as differences in capacity are shown. One plan abandons entirely the attempt to move pupils forward in ordered lines, and allow each individual to get on as his particular ability may permit. Other plans still have been devised, all designed to reach the pupil who for any reason needs individual attention. Each of these plans is apparently satisfactory to the man who devised it and to some others. But no one of them has proved so adaptable to the varying conditions of the schools as to come into general use.
At Batavia, N. Y., Supt. John Kennedy has developed a plan so simple in theory and so capable of adaptation to all conditions that its use is rapidly spreading. It promises to become incor- porated into the practice of schools everywhere. By this plan the benefits of class teaching are retained and even increased, while the pupils who require individual attention to ensure their progress are sought out and given such attention at periods set apart for the purpose on the regular daily program.
Regarding the class exercise under the new plan, Supt. Ken- nedy says :
It is in appearance much the same as the old. But there is this difference, that the recitation is real, the ground is covered, and the goal is reached, whereas in the old much time is worse than wasted in a feverish battle with laggards. With us the laggard is allowed the privilege of the class, but his personal battles are at the individual table, where he can waste no one's time, and where there is no feverishness.
Class exercises are not delayed by backward or unprepared pupils, but at another time such pupils are called one by one to the teacher's desk, the particular difficulty of each is ascertained. and the needed assistance given, under the best conditions for mental work. The teacher persistently seeks to enable every pupil of normal capacity, by his own efforts, to master the work of the course of study to such a degree as to make possible the mastery of succeeding work.
?
11
The "Batavia plan" was introduced into our practice in a conservative way during the past year. Results may be judged from the following extracts from teachers' reports, selected from many of similar tone :
I like this system very much. Until I set apart a special time for it on my program, I found it hard to give individual assistance. After working with a child right by me at my desk, I get to understand him better. Before, we have both gotten out of patience. Now, there is a much better feeling. We can do more work during the class period, for I make a note of help needed, and do not take the class time as before.
It gives the child a thorough understanding of what he thought difficult, gives him more confidence in himself and increases his power to work for himself.
Some cases I have found to be hopeless. With the normal children these "lifts" have done much good.
I have tried individual instruction with two children in particular. They were backward and behind the grade, but have made great improvement. They take more interest in their work. Before, they were simply a drag on the other pupils.
I have found it is not only the dull pupil but the lazy one who needs attention. By individual work I have aroused two pupils from their nap, and they are finding they can do their work as well as the rest, if they try.
I find that the children who receive individual instruction feel encouraged, try harder, work better, and enjoy their work more.
As we think over our work at the close of the day, we no longer have qualms of conscience over the three or four stupid ones that we have failed to reach. We know we have done our duty by every child.
This individual instruction is a stimulus to all. Pupils realize that the lesson must bo mastered, they put forth greater effort, and the time and patience of the teacher are spared.
We are brought face to face with the backward pupil, and we learn to sympathizo more fully with him. Soon these backward ones can keep their places in class without individual help.
12
Nearly all our teachers are practicing the plan of "class-indi- vidual" teaching, with more or less emphasis on the individual teaching. Longer experience is necessary to demonstrate fully the benefits of the plan, but indications are ample that we shall secure the same favorable results that accompany its use else- where.
MORAL CULTURE IN THE SCHOOL.
In 1789, at the first session of the Massachusetts Legislature held under the National Constitution, a statute was enacted con- taining the following provision :
The president, professors and tutors of the university at Cambridge and of the several colleges, all preceptors and teachers of academies and all other instructors of youth shall exert their best endeavors to impress on the minds of children and youth committed to their care and instruction the principles of piety and justice and a sacred regard for truth, love of their country, humanity and universal benevolence, sobriety, industry and fru- gality, chastity, moderation and temperance, and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded; and they shall endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the ten- dency of the above-mentioned virtues to preserve and perfect a republican constitution and secure the blessings of liberty as well as to promote their future happiness, and also to point out to them the evil tendency of the opposite vices.
That the educators of to-day are in harmony with the thought of the old Massachusetts law-makers is shown by the following extract from the Declaration of Principles adopted by the Na- tional Educational Association at its session in 1905:
The association regrets the revival in some quarters of the idea that the common school is a place for teaching nothing but reading, spelling, writ- ing and ciphering; and takes this occasion to declare that the ultimate object of popular education is to teach the children how to live righteously, healthily and happily, and that to accomplish this object it is essential that every school inculcate the love of truth, justice, purity, and beauty through the study of biography, history, ethics, natural history, music, drawing and manual arts.
13
The building of character is the real aim of the schools and the ultimate reason for the expenditure of millions for their maintenance.
During the past year your superintendent has tried to lead the teachers to a deeper appreciation of the moral aspects of their work and to point out some definite means by which moral char- acter may be affected. There is evidence of a general response to the call of duty in this matter.
THE VITAL FACTOR.
It is not the course of study. "The right sort of teacher will turn a narrow programme into a feast of 'fat things full of mar- row,' and a poor teacher will reduce the richest curriculum to a dull gradgrind." It is not the "Batavia plan" or any other plan. It is not a sound theory of moral culture. It is the teacher herself, her vigor of body and mind, her native ability, scholarship and technical skill, her moral maturity, her devotion to the work of teaching, her sympathy with children and quick perception of their needs, and those other qualities which make up a strong personality. The teacher is the vital, determining factor in the school.
Hence, the supreme duty of school authorities is to secure good teachers, to use all means to make them better, and to retain them in service. Superintendents in small towns and large, in city and country, are finding it increasingly difficult to secure in suf- ficient numbers the sort of teachers demanded by the present requirements of the school. Men of the requisite ability can no longer be secured at all. except for the few positions which pay the higher salaries, and in these permanence is rare. The field of employment for capable, energetic young women is much broader than formerly. Work for them in many other lines is more remunerative, requires less preparatory training, and in- volves smaller drafts on health and nerves.
Speaking of the wages of teachers in certain portions of rural Massachusetts, Secretary Martin says: "It is not surprising that
14
there should be a scarcity of qualified teachers in these towns and counties. The wonder is that teachers enough to fill the places can be tempted away from the poorest shop work and from domestic service, where the annual earnings are much more."
The fundamental difficulty, of course, is the failure on the part of the tax-paying public to appreciate the high value of the work of a good teacher. This value cannot be expressed in numerals and the dollar sign, but only in the notation of a higher realm. The situation is well expressed by a recent writer in the Journal of Education :
Teaching is harder to judge than any other kind of expert service. In most service requiring special knowledge or skill, if we cannot judge of the work while in progress, we can judge of its results. If the blacksmith is unskillful the horse goes lame; if the builder is a botcher, his roof leaks, his doors sag, his paint scales, or his plaster falls; the poor lawyer loses his case, the physician his patient; but for poor teaching there is no prompt or ready test. In fact most otherwise well-informed people have very hazy notions of what the school ought to bring to pass. Our people believe in education without knowing exactly what the word means. Suffice it to say that from a good school the youth should come forth with a body sound, healthy, and graceful, with a mind furnished with a goodly stock of knowledge of the sciences that underlie our civilization, and of the best literature in which its ideals and spirit are expressed; it will have trained his powers of perception and reasoning; it will have established that scien- tifie spirit which does not believe and take for granted, but weighs and considers; it will have secured reasonable proficiency in reading, writing, drawing, computing, singing, speaking, and the art of good behavior.
The daily administration of the good school will have established habits of punctuality, order, industry, courtesy, and self-control, of fidelity to obligations, and a due sense of responsibility. It will have implanted high ideals of life, the love of excellence, a passion for justice, a chival- rous sense of honor; in brief, the school should turn out,-to adapt the words of Milton,-honest, honorable, high-minded men and women able to discharge justly, skillfully, and magnanimously all the duties of public and private life.
The man or woman who seriously undertakes the teacher's office with such an ideal of the results to be sought as are ex- pressed above, must hear a more urgent call than the call of the
15
dollar. He or she must partake deeply of the noble spirit of unselfish service. Such teachers are laying the foundations of our future national stability. They are shaping the citizens of the future republic. Money compensation can never be com- mensurate with the services rendered, but it should be enough to enable the teacher to live in such a manner as to best conserve health and happiness, to keep alive and growing his or her own soul through contact with nature, literature, and life, and thus to make concrete before the children the ideals towards which they are being led.
The relation of parents to such teachers should not be that of opposition nor of cool indifference, but of warm friendship. I appeal to parents to become acquainted with the teachers of their own and of their neighbors' children, to give them the apprecia- tion they deserve, and to co-operate earnestly with them in their labors for the most precious possession of our homes and of our communities.
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