USA > Massachusetts > Worcester County > Oakham > Town annual report of the officials of Oakham, Massachusetts 1906 > Part 7
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I appeal to all parents who may read these pages to become acquainted with your children's teacher; to commend what you may find good in her work; to make her feel that you are her friend and supporter in her difficult labors. This will make her a better teacher, and you will be rewarded by her increased value to yourself and your neighbors.
A STANDARD TEACHER.
We have standard milk, in which certain constituents must be present in a specified ratio. In many manufactures there are standard products, and "seconds," or defective goods. In general, a standard article is one which is fitted to its purpose and capable of performing its function satisfactorily.
The work of training and teaching the public's children in the public schools requires certain qualities in the teacher. One who possesses these qualifications is a "standard teacher." A complete description of such a teacher is a difficult under- taking, but we think that the following will meet with general approval among thoughtful citizens :
1. The standard teacher has a high degree of physical health and nervous vigor. Health is contagious as well as disease, and we wish to expose our children only to the former. An invalid or a semi-invalid, or a person with exhausted nerves, is unequal to school-room tasks.
2. High moral ideals and irreproachable moral conduct are indispensable in the teacher. The development of conscience
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into a controlling force is the highest aim of education, and only one in whom conscience is both intelligent and regnant can fitly contribute to such development.
Refinement of manner and speech will naturally accompany proper moral ideals. .
3. Capacity for mental work of a high order is requisite in the teacher. She must be able to study, and to inspire others to study. The subjects of instruction must be mastered as instru- ments of education. The teacher's scholarship must be con- stantly enlarged. Professional study must be continuous. In- disposition to do difficult mental work, or incapacity for such work, marks the teacher as sub-standard.
4. Preliminary training is demanded in the teacher of to-day. Sensible men require a trained smith to shoe their horses, and trained carpenters to build their houses. Blunders in these comparatively simple operations are too costly to be risked. Teaching and managing a school is a complex and difficult art, and its practice requires study and apprenticeship under careful guidance. A good normal school course, or its equivalent, is the minimum of preparation for the standard teacher.
5. A genuine interest in the work of teaching is felt by the standard teacher. This interest will extend to the subjects she teaches, leading to persistent study of them; to methods of teaching, leading to study of the work of others and to personal experiment; to school management, leading to effort to secure from it the highest results in training; and, more important than all, to the pupils as individuals, leading to personal sym- pathy and knowledge of individual needs.
After a normal school course and a short school room experi- ence, if a teacher develops no such interest, it would seem that a mistake was made in the choice of a calling. If a teacher of long experience loses enthusiasm and sinks into lifeless routine, she has become sub-standard. Recovery of interest or retirement should follow.
6. The power and disposition to grow characterizes the stand- ard teacher. Her work is ministering to growth, and the experi- ence of growth is necessary for such ministry. In some occu- pations the limit of possible progress may be reached, but the teacher "moves along an infinite line of unrealized possibilities."
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The means of professional growth are well known, and the standard teacher will never cease using them.
If this standard teacher is installed in a school-room with standard equipment, and standard children are sent to her from standard homes, we shall have a standard school.
THE SUPPLY OF TEACHERS.
Since my last report it has been necessary to engage twenty new teachers, half of them in Holden and half in the other towns. It becomes more difficult each year to secure teachers who approximate the requirements of the work. There are now so many attractive openings in other careers for capable young women, that teaching gets a smaller share of these than formerly. The normal schools cannot secure enough students of the requi- site quality to supply the demand for their graduates. This shortage of competent teachers and of material that may be developed into competency exists alike in city and country, and in other states as well as in Massachusetts. As enough teachers entirely "up to standard" do not seem to exist, school author- ities engage the best they can find. As the salaries paid in our field are near the minimum paid anywhere, it is not surprising that some of the teachers engaged are "sub-standard." In several cases new teachers have proved more efficient than we had reason to expect, and there have been few glaring failures.
We have fortunately been able to engage or retain a number of good teachers who, but for the fact that they live at their own homes, would accept better salaries elsewhere.
THE COURSE OF STUDY.
Our elementary course was put in print in 1905, after having been worked out during several previous years, and being in the hands of teachers in mimeographed sheets or other form. The course includes only the subjects prescribed by law, with an attempt to provide for singing and simple hand training. We have no "fads," unless it be arithmetic, which receives a large part of the best time, the morning hours, of every day. A "fad," by the way, is "a good thing over-emphasized."
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The subjects of the course are treated in five groups, in accordance with a plan published by the Board of Education. A copy of the pamphlet may be obtained on request.
The following quotation from Prof. John Dewey expresses a truth which is kept constantly before the teachers :
The real course of study must come to the child from the teacher. What gets to the child is dependent upon what is in the mind and conscious- ness of the teacher, and upon the way it is in his mind. It is through the teacher that the value even of what is contained in the text-book is brought home to the child; just in the degree in which the teacher's under- standing of the material of the lessons is vital, adequate, and compre- hensive, will that material come to the child in the same form; in the degree in which the teacher's understanding is mechanical, superficial and restricted, the child's appreciation will be correspondingly limited and perverted.
And the following, which I wrote in 1904, will remain true while schools exist :
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 con- cern. How to get the teaching done in such a manner that well-organized knowledge shall become the permanent possession of the pupil; that in the process of acquiring 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 complex and ever-present problem of school supervision.
HOME INDUSTRY AND THE SCHOOL.
From time immemorial, wise parents have taught their chil- dren the common arts of the farm and the household, and this teaching is a valuable part of the child's education. The old- fashioned country school, with its short terms and crude methods, is often credited with results in character-making which were rather the product of the training in practical industry af- forded by the old-fashioned country home. An attempt is now being made to correlate the activities of the home with those of the school, with a view to increasing the value of both.
An effort was made in our schools last year to encourage home gardening by children. The Farmers' Club and several generous individuals of Holden provided a moderate sum to be
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given in prizes for ereditable produets in that town. A garden exhibit was held in September, to which eighty ehildren eon- tributed. The long drought of the season had been unfavorable to sueeess, but the young gardeners brought a large amount of produce, some of it fine, which was inspected by many inter- · ested visitors. In Rutland, a smaller number of ehildren exhib- ited the fruit of their labors on a special table in connection with a fair managed by their elders. In the other towns, no . public exhibit was held, though considerable gardening was done by ehildren.
An excellent beginning in this line of work was made. The eo-operation of parents is gratefully acknowledged. It is pro- posed to continue the effort the eoming season, and, with similar eo-operation, larger results are expected.
In May or June of each year, it has been our eustom in each sehool to arrange for easy inspection samples of the written papers, drawings, and other handiwork, that patrons might see the quality of work produeed. It is proposed the present year to combine these various exhibits into a general one for each town, and to hold it in a eentral location. To encourage home industry of kinds other than gardening, we have invited ehil- dren to exhibit with their school work artieles made at home, such as specimens of needle-work and cooking by the girls, and of woodwork or other articles by boys. Any object suitable for exhibit, if it is made entirely by the child, will be weleomed. The success of the plan is already assured by the interest taken in it by the children. Parental eo-operation in this plan is assumed.
In eonneetion with this matter, I eall attention to the faet that the industrial phase of education is now the center of dis- 'eussion the country over. In Massachusetts the subjeet is being considered by a State commission. Any citizen inter- ested in the future development of the sehool system of the Commonwealth should read the reports of the Commission on Industrial Edueation, which may be obtained by addressing the secretary, 15 Ashburton Place, Boston.
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HOW PROGRESS IS MADE.
On a certain electric railroad the cars were frequently late, and patrons were continually grumbling. The road was bought by a connecting company. Additional power was supplied to the wires of the new purchase, and the car crews were in- formed that they must make their trips on schedule time. There was an immediate change. A passenger not at the starting point at the appointed minute is now liable to be left.
. If a similar method of reforming the faults of school sys- tems could be successfully applied, it would be a great blessing. But no close approximation to this effective plan is yet in operation. Human souls, not physical forces, are the elements of the school problem. Vitalizing a soul is a greater task than electrifying a wire. The personality of the man at the con- troller is a small factor in running a car. But in the school, qualities of mind and heart constitute the vital factors. The pupil must think and feel with the teacher, or her plans are of little effect. The teacher must think and feel with the super- intendent in his plans and purposes, not under orders, but from inner impulse. The response of the teacher to super- visory effort is the determining element in securing results from such effort.
I wish to illustrate the sort of response which makes for progress and which secures precious returns from the invest- ment in the school enterprise.
Economy in School Work .- The superintendent has tried to get teachers to apply the idea everywhere in practice in suc- cessful business and manufacture, namely, the idea of scrutiniz- ing processes and methods with a 'view to eliminating waste, increasing product, and decreasing cost. In reply to questions on the matter, teachers write as follows:
Miss A. I have tried to use every moment of school time to the very best advantage: (1) by carefully planning each day's work, and carrying out that plan fully; (2) by making the study hour a time for study, and study only; (3) by trying to develop alertness of mind; (4) by trying to have pupils understand that it is for their good, and thus to arouse their interest so that they do not wish to be lazy or inattentive. A gain has been made in the amount of neat and accurate work performed in a
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given time, in habits of study, thought, and expression, and in the right use of materials.
Miss B. I have endeavored this year to have pupils realize the im- portance of doing their own work well. I have tried to make them enjoy the satisfaction always found in thorough work. I have led them to see, in part at least, that I expect their best, as I give them my best.
Miss C. More emphasis has been laid on the preparation of definitely assigned lessons by, each member of the class, thus saving time. Time has been used more economically by having the pupils do more talking and the teacher less.
Miss D. In the preparation of the lessons, I have tried to get pupils to know before the recitation what they are going to say, and then to say it in a clear and decided way.
Individual Teaching .- Our aim is to teach every child, by causing him to do certain work. The class exercise alone will not reach every child. For some there will always be need of individual teaching, as "the supplement and corrective of class teaching." Regarding this, teachers write :
Miss E. The individual period is of great benefit both to myself and the children. It brings me much closer to them, and it teaches me the mental capacity of each one much better than class work could. One girl in my room is extremely bashful or self-conscious. I have been helping her at the individual period, and she is much improved and does not appear so ill at ease when reciting.
Miss F. Especially in my large sixth grade, I can see results of my individual work in better recitations, a desire on the part of pupils to work out hard problems, and more accuracy in work.
Miss G. With children absent, backward, or mentally deficient, I have used the individual plan, and am convinced it is of great value, and intend to apply it more thoroughly in future.
Miss H. The most encouraging result of individual work is with a lazy boy, whose father and mother have both noticed his improvement with pleasure equalling mine. They say, "We are pleased with R.'s work; he studies at home now, he understands his work and is interested. We were beginning to feel discouraged about lıim."
Interest .- Conditions favorable to interest in school work and how to secure them, has been a leading topic for study this year. Asked about their personal study of the subject and its results, teachers say :
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Miss I. I am forcibly convinced that a fresh knowledge and a thorough preparation of the next day's lesson on the part of the teacher are an actual necessity in arousing a lasting interest in the class.
Miss J. I have seen over and over again that interest begets interest. I have tried to make my pupils see that what they were studying was valuable, and that I liked it, and wanted them to like it.
Miss K. The study of "The Greatest Word in Education" has been an inspiration to me. It has taught me to observe my children more closely, and to make their interests my interests.
Definite Gains in School Subjects .- I have urged upon teachers the necessity of making their efforts for improvement definite and clear, by selecting one subject at a time for special attention. Here are some of the gains reported :
Miss L. I think the reading has improved since we began to read to someone, and the children delight in being asked to take charge of their class.
Miss M. I have tried to improve the spelling in my room this year. In order to secure better results, I was careful about the preparation of the lesson, and had it written correctly, and studied with my help. My efforts have been successful in many cases.
Miss N. The most improvement is shown in our history classes this year. Children are able to study and recite in a far more intelligible way than last year.
Miss O. We have had five-minute drills in arithmetic, each child work- ing on the same problems, and trying to perform the work neatly and accurately, and finish before the others. Fingers and brains have come to work more quickly and accurately.
Miss P. Results in geography are better than in previous years, due in part to the "study-recitation" with the lowest grades, and to a readi- ness of those older to seek information for themselves beyond the text- book.
I might go on through the alphabet, making extracts from the papers before me. Besides the topics already mentioned, these papers deal with the teachers' efforts in moral training, and specially with the means used for the development of patriotic fecling. Space forbids further quotation. I have illustrated how the results of the school enterprise are actually produced. It is by means of the intelligent, vigorous effort of the individual teacher in her own particular field. The super- intendent's suggestions, the instruction of the normal school
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and teachers' institute, the good things in professional periodi- cals and books, all must be translated into conerete practice by the teacher's personal effort, in order to become fruitful. The total of the gains made through the study and earnest effort of Miss A., Miss B., Mr. X., and Mr. Y., and all the rest of the teaching foree, measures the progress of the year.
We have among our teachers all degrees of experience, from the teacher who, with no previous training, began a month ago in a district school, to the veteran of forty years in the school- room. Uniformity in results cannot be expected. But it is expected of every teacher worthy of the name that he or she shall "move steadily and unfalteringly along the infinite line of unrealized possibilities."
TOWN NOTES.
Holden .- A loss in the number of pupils enrolled was reported last year, and a further loss has oeeurred this year. The elosing of the mills at Jefferson makes another deerease probable.
The Springdale distriet received a new family with several children, and( the school there was reopened in the spring term. Miss M. Alice Morong, of Gloucester, was engaged as teacher, and has remained through the year.
Nine other new teachers have been engaged since my last report, one school suffering two changes. The statistical table shows the names of those who have gone and of those who have eome.
At Jefferson, the failure of a part of the heating plant made it necessary to close two of the sehools three weeks before the end of the winter term. This time will be made up by opening those sehools March 9, or three weeks before the regular time of opening the spring term.
The appearance of a few mild cases of scarlet fever eauscd the closing of the South and the Chaffin sehools one week before the regular close of the winter term. Unless advised otherwise by the board of health, these schools will open one week before the regular opening of the spring term, or on March 23.
The ninth grade pupils, now numbering seventeen, are still gathered at the High School for instruction. The cost of car-
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fare for each day's attendance is allowed to pupils of this grade who live outside the Center district.
Including the ninth grade, the number of pupils now belong- ing at the High School is fifty-nine. Six were graduated in June last : Marjorie Ayers, Mae Fitman, Charlotte Mary Hol- den, Ida Frances Lobdell, John Thomas Daley and John Ed- ward King. Misses Ayers and Fitman and Mr. Daley are at their homes, Miss Lobdell is attending a business school, Mr. King is at a dental school, and Miss Holden is preparing for service as a trained nurse. Eight pupils are candidates for the diploma of the school in June next.
The teachers at the High School are the same as for several years, and are serving with growing efficiency.
The school physicians report as follows regarding their work :
The teachers of the six schools in my district have referred to me nine- teen cases. In one school two cases of scabics were isolated, and the books and papers used by the children fumigated or destroyed. All other cases in the school at all suspicious were examined by me.
In connection with the recent appearance of scarlet fever in town, I examined six cases more or less suspicious, and gave them all a clean bill of health. The remaining cases examined were for colds, tonsilitis, ade- noids, and one or two other mild diseases.
F. F. CARR, M.D.
I have made four visits to the North Woods school and two to the Jefferson schools. Itch and head-lice were the principal afflictions for which I have been called. Willing co-operation by the parents has brought about prompt relief except in one room, where re-contamination of pupils' scalps has repeatedly occurred, due, it seems, to lack of such co- operation by one family.
FRANK H. WASHBURN, M.D.
Rutland .- The number of pupils enrolled since Sept. 1 and the average attendance for the year show a small decrease as compared with last year. The closing of the mills at West Rutland accounts for the loss.
The teacher of the Center grammar school and of the North Rutland school resigned in June. Miss Beulah Higgins was transferred from the primary to the grammar room at the Center, and Miss Marion Kelliher was transferred to the Cen- ter primary from West Rutland. Miss Nellie K. Bishop was engaged for the North Rutland school, and Miss Joanna Kil-
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main for the West Rutland school, both being graduates of the Framingham Normal School. Miss Kilmain accepted another position at Christmas time, and Miss Alice E. Buck was secured for the place.
Mr. W. S. Dunn accepted a re-election as principal of the High School for his third year, at an increased salary, but resigned carly in the year to accept a much better salary else- where. Mr. George S. Boyden, of Worcester, a graduate of Harvard College, with two years' experience, was secured for the position, and served very acceptably for three months, when a flattering offer from Westport, Conn., took him away. Mr. John V. Jewett, of Worcester, a graduate of Dartmouth College, was engaged, and at the time of writing is still with us and doing good work.
The number of pupils in the High School is twenty-nine, the same as last year. Six were graduated in June last: James Edward O'Connor, Henry Robert Smith, Charlotte Helena Drury, Helen Augusta Hadley, Elsie Fuller, and Winnie Ger- trude Rich.
Mr. Smith is at the school this year completing his prepara- tion for the Worcester Institute of Technology. At least two others of the class expect to enter a higher insitution later.
Two young ladies are candidates for graduation in June next.
The school physician's report is not at hand. He has been called on for service several times during the year.
Paxton .- The membership of the schools increased over last year, but the per cent. of attendance is much lower. I shall report to the committee later what I can ascertain as to the responsibility for the irregular attendance.
Miss Sarah T. Britton, teacher of the primary room, resigned to accept a better position soon after the opening of the fall term. Miss Ethel G. Tolman, her successor, served for less than three months. After a month, during which the school was closed two weeks, and a substitute served two weeks, Miss Anna Finnerty of Clinton, a graduate of Fitchburg Normal School, was secured and is now in charge. Miss Jennie R. Burnham, the principal for five years, was given leave of ab-
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sence for the winter, and Miss Agnes W. Welche was secured as a substitute. Miss Burnham will return March 30.
The members of the ninth grade of last year entered a Wor- cester High School in the fall with creditable standing. The present ninth grade numbers seven.
All the schools were closed one week before the regular Christmas vacation on account of the appearance of a case of diphtheria. Fortunately, the disease spread no further. The town has no school physician.
Oakham .- As usual, Oakham surpasses all the other towns in regularity of attendance. This seems to be mainly due to the greater interest in the matter by both pupils and parents. The Coldbrook school is again first in the Union in per cent of attendance.
Mrs. Effie T. Swindell succeeded Mrs. Minnie G. Woodis at the South school in the spring term, and continues the good work previously done there by Mrs. Woodis. No other changes in teachers occurred.
Mr. Stephen Rich was employed during the fall term as supervisor of music. The work is now being continued by the teachers without special supervision.
The town has a school physician, but his office is five miles away. Fortunately, there has been no demand for his ser- vices.
The citizen who is liberal in support of the school enterprise, the capable and efficient school official, and the army of earnest teachers who have the immediate care of our children, are doing a service to the country as patriotic as any ever per- formed on warship or battlefield. Nothing is more vital to the welfare of the nation than the education of its citizens. The foregoing pages have told you some of the aims and accom- plisliments in our little part of the mighty task.
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