USA > Massachusetts > Middlesex County > Acton > Town annual reports of Acton, Massachusetts 1879-1894 > Part 30
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Sept. 2. To 36 Copy books,
$ 2 16
7. " 40 Tarbell's Language, No. 2,
20 00
13. 66 12 Gram. School Arith., 6 50
66
16. 66 12
66
66 66
6 50
66 23.
48 Copy books, 2 88
$47 74
Oct. 12.
To 54 Tracing books,
$ 5 07
Nov. 4. " 12 Tarbell's Language, $ 6 00
4. " 24 Spelling blanks, 70
$ 6 70
$297 80
Sept. 23. Credit, by books, in exchange
old,
$101 70
23. By cash, 75 00
Nov. 1. By cash, 1893.
75 00
Jan. 30. Cash to balance,
46 10
$297 80
TO BOSTON SCHOOL SUPPLY :
1892.
Mar. 2. To 12 qts. of ink,
$ 3 60
66
3. " 16 dozen tablets,
7 68
66 24. 66 6 reams of practice paper,
2 52
24. 48 spelling blanks,
1 20
66 24. 24 Prang's drawing books,
1 80
66 24. 12 slates,
90
66 24. 24 slate bands,
1 72
24. " 216 lead pencils,
3 75
66
24. 4 Warren's C. A.,
3 60
66 24. 6 Helps in Comp.,
4 50
May 6. 2 lbs. of rubber,
1 70
51
TOWN OF ACTON.
April 18. To 24 spelling blanks,
$ 60
24.
24 slate bands, 1 72
Sept. 6. 1 box of slate pencils,
90
66
6. 66 1 gross of lead pencils,
2 50
6. 66 1 1b. of school sponges,
1 20
66 20. 66 18 Ward's Business Forms, 1 80
66
20.
12 sets of Messervey's blanks,
5 70
66
27. 12 mucilage bottles,
50
66 27. 12.
1 Foundation of Death,
1 20
Oct.
" 144 lead pencils,
2 50
66
12.
2 lbs. of rubber,
1 70
Sept. 9. 66 9.
9.
2 boxes of slate pencils,
24
66
9. 66 48 slates,
4 80
66
9.
66
6 Harkness' Latin Grammar,
6 05
66
9.
66
6 boxes of Thompson's Busy Work, No. 1, 90
66
9.
66
6 boxes of Thompson's Busy Work, No. 2, 1 50
Oct.
28. 66
12 quarts of ink,
3 60
2 boxes of slate pencils,
60
Nov. 1.
13 gross of pens, 66
6 50
66
4.
66
12 Modern Series,
72
66
4.
66
24
3,
1 80
66
4.
66
72 lead pencils,
1 25
4.
66
12 Ward's Business Forms,
1 20
4.
66 4 Scudder's U. S. History, " 144 slate pencils,
90
66
9. " 288 lead pencils, No. 2,
5 00
9. " 144 6 66 3, 66
2 50
9. 24 table cards, No. 6,
96
28.
28.
2 lbs. of rubber,
1 70
4. 66
24 Prang's Drawing, No. 1,
1 80
3 80
Dec. 9.
12 Scudder's U. S. History,
11 40
36 slate bands,
2 16
521
ANNUAL REPORT
TO AMERICAN BOOK COMPANY :
March 24, 1892. To 12 Harper's Fourth Readers, $4 86
April 11,
24 Primary Copy Books, 1 10
66 18,
72 Harper's Copy Book, 4 38
May 23,
66 12 Harper's First Readers, 1 95
Sept. 13,
2 Barnes' Third Reader, 3 89
49
" 13,
12 Tracing Books,
16,
66 12 Harper's School Geography, 8 75
Nov. 4,
66
12 Barnes' Third Reader, 4 80
4,
66
12 Harper's School Geography, 8 75
$42 03
To J. L. HAMMETT :
April 23, 1892. To 144 Lead Pencils,
$2 25
" 23,
10 Reams of Drawing Paper, 3 00
23,
50 Cornhill Pads, 3 00
23,
15 lbs Job Blocks,
1 27
23, 66
25 boxes Crayon,
2 00
June 15,
5 Maps of Massachusetts,
17 50
Oct. 3,
66
W. Jennings for expressage, 66 וי
3 85 .
" 27,
66
different persons,
2 40
" 27, " 66
יי
1 20
Jan. 6, "
E. Houghton, 1 30
$42 17
June 10, 1892. Campbell & Hanscom, to printing blanks for Superintendent, $8 00
July 1, 1892. To Thomas Todd, for, programmes and tickets for H. school grad.
6 75
Aug. 3, 1892. Ink Stamp, 1 15
Sept. 27, “ Educational Publishing Co., to sup- plementary reading, 1 53
4 40
June 1,
11,
12 Swinton Language Lessons, 3 06
53
TOWN OF ACTON.
$17 43
Town of Acton, credit by cash drawn, $445 86
debit to bills paid, 413 53
Cr. by amount overdrawn, $32 33
Cr. by abatement of the $75 paid by the town for charts, $5 00
Cr. by sale of supplies,
3 25
Cr. by ink for Library,
35
$40 93
Appropriation for supplies by town,
450 00
Amount charged to supply account by
Selectmen, $531 24
By credit as above, 40 93
490 31
Net cost of supplies above appropriation,
40 31
Estimated value of supplies now in stock, 130 00
Respectfully submitted,
JAMES FLETCHER, Purchasing Agent.
54
ANNUAL REPORT
SUPERINTENDENT'S REPORT.
To the School Committee of Acton :
The following report is herewith presented for consider- ation. In my visits to the different schools, I have observed the sanitary condition of the school buildings, the kind and condition of the text-books, the methods of teaching, the kind of school management, the proficiency of the pupils ; have noted the course of study, and have endeavored to be- come well acquainted with the school system. In my work I have received the ready co-operation of teachers and school committee, by which my acquaintance with the school system has been facilitated.
DISTRICT SUPERVISION OF SCHOOLS.
Chapter 431 of the Acts of the Legislature of 1888 pro- vides as follows :
1. Any two or more more towns, the valuation of each of which does not exceed two million five hundred thousand dollars, and the aggregate number of schools in all of which is not more than fifty nor less than thirty, may, by vote of the several towns, unite for the purpose of the employment of a superintendent of schools under the provisions of this act.
2. When such a union has been effected, the school committees of the towns comprising the union shall form a joint committee. Said committee shall meet annually in joint convention in the month of April. They shall choose, by ballot, a superintendent of schools, and determine the relative
55
TOWN OF ACTON.
amount of service to be performed by him in each town, fix his salary, and apportion the amount thereof to be paid by the several towns.
FINANCIAL CONDITIONS.
The towns forming the union, in addition to an amount equal to the average of the total sum paid by the several towns for schools during the three years next preceding, must unitedly raise by taxation and appropriate a sum not less than seven hundred and fifty dollars for the support of a superintendent of schools.
STATE AID.
Upon compliance with the provisions of the law by the towns uniting, the state will grant them one thousand dollars, one-half of which amount is to be paid for the salary of the superintendent of schools, making it at least twelve hundred and fifty dollars, and the remaining one-half, five hundred dollars, is to be paid for the salaries of teachers employed in the public schools within the district.
DISTRICT STATISTICS.
The joint committee of the district met at Worcester, May 21, organized by choosing Rev. James Fletcher of Acton, chairman and C. H. Clark of West Brookfield, secretary and unanimously elected a superintendent of schools in accordance with the foregoing provisions. The relative amount of his service was determined by the committee as follows : Stur bridge, four tenths or eight days; Acton, three tenths or six days ; West Brookfield, three tenths or six days, of each school month of twenty days. The salary was apportioned in the same ratio. The year for which the superintendent is engaged will end May 21, 1893, practically another term. The net cost to the town for his services up to that date will be about eighty dollars,
56
ANNUAL REPORT
THE SCHOOL SYSTEM.
Perhaps the most important question to be discussed in this report is : What changes, if any, shall be made in the pub -. lic school system ? The town is familiar with the recommend- ations made by the committee last spring, that certain changes in the system were necessary, the estimated annual cost of which was $1726. Subtracting from this sum the cost for transportation of high school pupils ($300.) the estimated cost of the other changes proposed is $1426. The part of the committee's report represented by the last sum I am wil- ling to touch upon, but the advisability of free transportation must be left with those who know well the local conditions that demand it. How to secure all that is desirable in public school education and yet keep the expenditure within reason- able limits is a problem not easily solved. But the fact that the town appointed a committee "to consider and report . upon the proposed changes in the public school system" shows that the present system, or its application is unsatis- factory. The plan submitted by the committee, if adopted, would do much to improve the grammar and the primary schools of the South, West and Center. The following plan would, in my opinion, accomplish still more in the right di- rection because it would improve all the schools, nor would it add anything to the present cost.
1. Let the North and East schools remain as they are.
2. Unite the schools at the Center.
3. Permanently locate the High School.
4. Give to the High School an assistant teacher.
5. Make the High school course four years. 6. Make the proposed additional year's work of the grammar grade the first year's work of the High School.
In order that a school may do the most profitable work there must be a sufficient number of pupils and intelligent clas-
57
TOWN OF ACTON,
sification. There is in the District a school of five pupils in two grades. The classification is ideal but profitable work can- not be done in such a school because there is lacking one very important element, viz., enthusiastic class work. This defici- ciency of the small district schools, together with the ever increasing difficulty of retaining good teachers for them, gives the promoters of consolidation, in which under reasonable conditions I firmly believe, their strongest argument. I have this essential of a good school in mind when I advise that all pupils at the North and the East attend school where they be- long, and that the Center schools be united. By the union of these schools one of the teachers becomes available for the position of High School assistant, while the remaining teacher will not find too many pupils for one good school.
That the High School should be permanently located needs no discussion. The one sentiment I have met with is, that this should be done, right away. It is simply a question of where, and the town is not likely to choose a wrong loca- tion.
The change in the application of the system that would increase the efficiency of the schools most is the one advising the employment of a High School assistant. With this addi- tion to the teaching force of the High School a large class can be admitted, the additional year's work recommended by the School Committee can be done, the need of Intermediate schools removed, and the village schools better graded. Two teachers in the High school with sixty pupils would be an in- finitely better arrangement for the school system than two teachers at the Center schools with thirty pupils. Upon the adoption of this or the committee's report, in the main, de- pends largely the future improvement of the schools. The sentiment of a community regulates in a measure the work of the schools, but the logical outcome of good sentiment is right
58
ANNUAL REPORT
action -in this case, at town meeting. A community that insists upon having good schools will get them. If it will tolerate poor schools it will have them. If the town deems it advisable to adopt the plan presented in this report, in whole or in part, and wishes to increase the efficiency of the schools still more I would suggest that a Grammar School be opened for the accommodation of the pupils of the two highest grammar grades of the South and West - the school to be located at the West if the High School goes to the South ; otherwise at the South- and that the present Grammar Schools at the South and the West be made Intermediate Schools.
SCHOOL BUILDINGS.
The school-houses are roomy, well-lighted, fairly-well ventilated - from the standpoint of natural ventilation - pleasantly located, have a good supply of blackboard surface and comfortable seats, and, with the exception of the South East, have been kept in good condition. The seats in some of the rooms have been moved nearer the desks, an arrangement more in accordance with hygienic principles. The same re- arrangement in the other rooms would tend to secure in the pupils a more healthful position of the body. The out-houses at the South and the West should be provided with better means of ventilation, and those in the other districts be re- paired.
HIGH SCHOOL.
For several years this school has been conducted by Mr. Armstrong, a man of broad and accurate scholarship, a strong disciplinarian, and a skillful instructor. He possessed the esteem of his pupils, the confidence of the School Committee, and the respect of the community. That he decided to ac- cept a position elsewhere has occasioned general regret.
This school enrolls forty-seven pupils, about one sixth of
59
TOWN OF ACTON.
the number in town. It may be safe to assume that thirty- four of these will be found in the school next fall. Under the present system how many more can one teacher instruct profitably ? But there are, now, forty-seven pupils who ex- pect to be candidates for admission next fall, some for the second time. What is to be done with these pupils? Are from twenty to thirty of them, wounded in self-respect, to be sent back to the schools from whence they came, to retrace, in an indifferent manner, their last year's course ? The pro- cess of rushing pupils through the different grades should, undoubtedly, be stopped ; but should it be done by the doors of the High School? A retarding process, begun in the pri- mary schools and continued throughout the course so that a pupil would not become a candidate for High School honors unless he was very likely to pass, would seem more appropri- ate. The method of work that permits a large class to come through the different grades to the doors of this school and then refuses admission to more than one half of them should have a substitute.
COURSE OF STUDV.
The present official course of study needed revising as soon as the new text-books in Language and Arithmetic were adopted, as it calls for certain pages to be taken in the text- book rather than for definite topics of study. I have from time to time outlined the work expected in each grade, but there should be a revised course, printed. The new "Course of Study for Elementary Schools," prepared under direction of the State Board of Education might be adopted, wholly or in part. When the changes to be made in the school system are fully decided upon, a new course of study, including one for the High School - for that needs revising also - adapted as well as it can be to the system, should be prepared for the schools. It should be revised from time to time to meet the
60
ANNUAL REPORT
needs of the pupils, and printed when it shall appear advisable to the School Committee.
EXAMINATIONS AND PROMOTIONS.
What kind of examinations shall be given in the schools ? For what purpose shall they be given ? Shall promotions be made on these examinations ? Shall the tests be for knowl- edge, or for power, or both ? How often shall they be given ? By whom shall they be given? These questions have re- ceived a great deal of thought from educators in the past few years. Every recitation tests the quality of the teaching as well as the knowledge or the power gained by the pupils. It will be well therefore for teachers to bear in mind that when recitations are uniformly poor, the fault lies largely in the teaching. I have given examinations to the schools frequently, both oral and written. The written examinations were con- ducted by the teachers. I have a record of the per cents. gained by the different pupils ; and while they may be used in making promotions, the examinations were not primarily for that purpose. There should be this difference. in examin- ations - that while the teachers' tests should be given for the purpose of discovering the amount of knowledge and inform- ation retained by their pupils, their growth in power, or their skill acquired, the superintendent in his examination should test the value of the teaching, discoverable through the at- tainments of the pupils, and, by his questions, direct largely the work of the teacher with her classes. In the oral tests both these objects have been gained in a satisfactory degree. The written examinations have served well in directing the work of the teachers, but they have failed, in a measure, to accomplish the second object because generally, the aim of the teacher being primarily to secure a high mark for their pupils, there has been in some schools too much cramming for the tests. The method of examination for admission to the High
61
TOWN OF ACTON.
School, together with the preliminary work for it is largely responsible for this interpretation of the object of examina- tions. And such is its influence upon teaching that without doubt, in the spring term one-half the time of the first class of the grammar grades has been taken to cram pupils for the annual test. While this remains the basis of promotion the teachers well know their success will be judged largely by the number of pupils they promote to the High School. This is not a criticism on the teachers, for it is the kind of work they feel compelled to do whether it accords with their judg- ment or not. Perhaps the most unfair feature of this work is that the pupils of the teacher who makes the shrewdest guess as to what the examination questions will be stand the best chance of being admitted to the High School, without regard to scholarship. If the end of school work is the answering of a few questions without regard to the method by which they are obtained, this cramming is the proper means; but if the end of education is the training of the physical, intellect- ual and moral powers, the fitting of boys and girls to become good and useful members of society a different method will more likely accomplish the desired end.
In speaking of the influence of promotion examinations, Dr. E. E. White says, "They set up a low and alluring end for study and they dissipate that natural desire for knowledge which is a source and inspiration of all true learning and of all true joy in study. The more the interest of the pupils is focussed on the examination as an end, the more they fall into the use of memoriter and mechanical methods of study. They work for per cents., they cram for per cents., and too often, as it is feared, they cheat for per cents." The teachers are best able to judge of the attainments of their own pupils and also their capacity for mental work ; and their opinions should have great weight in determining promotions. The
62
ANNUAL REPORT
dam between the highest grammar grade and the High School should be removed. True teaching should develop power- character.
THE WORK OF THE SCHOOLS.
The remodelling of a school system should proceed with due deliberation. No changes should be made except for good reasons. At the best, the upbuilding of a school sys- tem is necessarily a slow operation. It is not a mechanical process. It is a growth, therefore requires time for its de- velopment. But although so much remains to be done, the work of the past year has not been without its encourage- ments. Changes have taken place in methods of instruction, and in the time given some of the studies. Every teacher aims to systematize her work, and the time given to each recitation is governed by a daily programme.
The change of text-books in language was very accept- able to the teachers, and more and better work is now being done in this important study. Special attention is given to the pupils' language in all recitations. The change of text- books in arithmetic, too, was a decided improvement. The primary school teachers especially appreciate the change. In this branch of study, objective teaching is becoming more and more the basis of work. Accuracy and speed in fundamental operations are receiving special attention, and constant ap- plication to the practical business of life is required.
In geography, study and recitation are more largely by topic. Thus the pupils, besides storing their minds with knowledge and information in a more orderly way than is possible under the question-and-answer method used alone, get a good training in the expression of thought, because they are required to reproduce the thought of the author in their own language.
The primary grades have been supplied with combina-
63
TOWN OF ACTON.
tion charts and maps of Massachusetts, and the High School has had several new text-books. The teachers have found them very helpful.
Perhaps the most marked improvement has been in primary reading. For this we are much indebted to those teachers who have carefully observed the same work in the Chelsea schools.
Teachers' meetings for the discussion of the course of study, methods of instruction, and school management, have been held regularly, and have been very helpful in unifying the work of the schools. We were fortunate in having Mr. Geo. A. Walton, agent of the State Board of Education, to address the teachers at one of these meetings. The teachers had the privilege also of attending a Teachers' Institute at Maynard. The time taken from regular school hours to at- tend these meetings and to visit the schools of other towns is, I believe, in every way profitable to the teachers and to the town.
DUTIES OF THE SUPERINTENDENT.
Superintendence requires wide experience in school work and a knowledge of the principles of teaching on which methods of instruction are based. The superintendent should be able to treat subjects of school work philosophically, and explain their relation to underlying principles. To prepare himself for his work and to keep in touch with educational movements, he must study the science and art of education, read educational journals, visit the best schools to be found, attend teachers' institutes, superintendents' meetings, con- ventions, summer schools, etc. Much of the work must necessarily be done on Saturdays and in vacations. He must direct the methods of teaching, therefore he should ever be alert to obtain the best thought of the day on every subject of school work. It would be difficult to state precisely all'
64
ANNUAL REPORT
the duties of the superintendent, but they have been briefly summarized as follows :
1. He is the executive officer of the School Board. He keeps the Committee informed of the condition and needs of the schools. From time to time he makes a detailed report to the Committee, offering suggestions, answering questions, etc. He appears before the Board whenever requested, and makes known his plans and purposes, so that the Committee have through him, a knowledge of the work of the different schools, and of his aims for future work. He has no author- ity to employ or dismiss teachers, buy books and supplies. make repairs, change courses of study, etc., except as it is delegated to him by the Committee. In fact, he has no authority but what is derived from the School Committee.
2. He unifies the work as much as possible throughout the town. He aims to systematize the whole of school instruction from the lowest primary through the high school course. In his visits he finds need of strengthening weak places. He sees that every study receives proper attention. He arranges for teachers' meetings, in which suggestions and directions, papers, discussions of school work, etc., are made prominent.
3. He directs teachers in their methods of instruction. The superintendent should not unduly interfere with the teacher's management. They are most truly aided who are put in the way of aiding themselves. He indicates to each teacher the work to be attempted, calls attention to mistakes, suggests good methods, and gives teaching and test exercises. It is not necessary, nor is it desirable, that methods be the exact copies of one another. Teachers should be allowed all pos- sible freedom in developing their plans and methods, and then be held responsible for results.
4. He trains young and inexperienced teachers. Owing to the small salaries paid in many of the schools, it becomes
65
TOWN OF ACTON.
necessary to employ young men, or women, who have had no experience in teaching. To these teachers, and in fact to all others, he gives the advantage of his experience, not only in the same town, but in other towns.
5. He arranges a course of study. An outline of what is to be accomplished in each grade is indispensible to sys- tematic work. With this before her, the teacher becomes acquainted with the work to be accomplished in the different grades, and knows just what she is expected to do. It en- ables her to confine her teaching, in the main, to subjects which the pupils have yet to learn, and to avoid giving much time to those already known.
6. He classifies pupils according to their attainments. The superintendent holds frequent consultations with the teachers in regard to the needs of the different pupils, and sees that children are properly classified. Perplexing problems are continually arising which he assists the teachers in solving.
7. He encouragss in pupils promptness and regularity of attendance. He becomes acquainted with the pupils, knows those who are inclined to be irregular in attendance, and in various ways endeavors to make them see the necessity of promptness and regularity.
8. He makes school supervision a business. He gives his whole time to the work of superintending, visits the schools regularly and systematically, is acquainted with the condi- tion of the buildings, the kind of work done by teachers and pupils, the quality and quantity of books and apparatus, and the needs of the schools generally.
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