USA > Massachusetts > Middlesex County > Acton > Town annual reports of Acton, Massachusetts 1911-1915 > Part 31
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Work
Credits
Building fire in the morning
1
Milking cow
1
Currying a horse
2
Mending a chair
4
Making biscuits
2
Getting an entire meal
6
Wiping the dishes
3
Bathing
6
Washing, ironing and starching own school-clothes, 20
Clean hands, face and nails
3
Retiring before 9 o'clock
1
Sleeping with window open 1
21
There are certain rules to be observed, chief of which are such rules as help in carrying out important and desir- able school regulations: Pupils who are absent without pro- per excuse from parents will lose ten credits, for instance ; or a certain number of credits will add a certain per cent to a pupil's other rank. The expense comes from the printed awards issued, samples of which I will submit to you as soon as received from the publishers.
Without in any sense finding fault, I would like to ex- press the opinion that school-barge drivers should very promptly heed the signals of automobiles coming up behind, and leave a large margin for such automobiles to pass. Also, that they should do a little more than their share toward dividing the road with approaching automobiles. The human . instinct is to keep and take what belongs to one. But in the case of barges carrying school children the human instinct would not be justified in taking any chances of a mistake on the part of the other driver. They are charged with the pro- tection of the children, not with the assertion of their legal rights-to-the-road, I am writing this in all of my reports as the expression of a principle, not as a complaint against any driver in any town.
I have gone carefully over the financial report of the schools for the year 1914-1915, with a view to determining approximately the cost per pupil for the several agencies that are concerned in the elementary education of the town. Deducting the state aid in the superintendent's salary, and the Massachusetts school fund from teachers' salaries, following is the result obtained :
School committee and expenses, per pupil $ .38
Superintendent, per pupil .40
Enforcement of law and census, per pupil .11
Instruction, per pupil 9.29
Text books, per pupil .83
Stationery and supplies, per pupil .65
Janitor service, per pupil 2.52
Fuel. per pupil 2.72
22
Miscellaneous, per pupil .37
Repairs, per pupil 1.25
Health, per pupil .25
Transportation, per pupil
6.54
This is exclusive of state aid. The per pupil cost of transportation would be considerably larger if apportioned among the actual number riding on the barges instead of on the whole enrollment. The total per pupil cost to the town is approximately $25.00.
Should none of the pupils in grade eight fail of promo- tion, and should all go to Concord high school next Septem- ber, the number in Concord high next year would exceed the number now in that school by twenty-two. Forty-one pupils are preparing to go in, and nineteen are preparing to grad- uate. There would then be one hundred three pupils in Concord high school, from the town of Acton, requiring approximately an increase of $2,200.00 in tuition and transportation.
In previous recommendations relating to the high school question I have expressed no fault-finding with the instruc- tion in the Concord high school, or with the variety of the courses offered. I have not been able to promise a high school in Acton that would give equally efficient service. The problem has been mainly one of finance, wherein about half the people of Acton think it is costing the town too much for its high school privileges, and the other half seem willing to stand for even a greater cost than at present. To me, having the elementary schools alone to care for, the cost between maintaining three hundred forty pupils in the ele- . mentary schools and some eighty-one pupils in the high school seems disproportionate. We are not increasing the salaries of our elementary teachers, we are having no new apparatus, few new books; we have no sewing, cooking, manual training in our seventh and eighth grades, as we « should, for there is where such subjects should be taken up, rather than in the high school (unless indeed they are commenced even lower down in the grades). Many of
23
our teachers have been with us many years at substantially the same salary they were receiving five years ago. I present the situation without comment for the consideration- of the townspeople.
A 1915 Bulletin of the Board of Education, Bulletin No. 4, entitled Reorganization of Elementary Education for Older Children should be read by every citizen of Acton, for it contains the explantion of a plan that might help to solve the high school problem for Acton. I will quote from portions of this pamphlet :
"A new plan of reorganization and one which is prob- ably best adapted to conditions in Massachusetts, consists of a six years' program for the elementary school, the program of four years for the high school remaining as at present as regards the entering age and qualifications of pupils, while a new form of school, to be known as the intermediate school, the courses in which shall require for completion two or three years' time, according to the qualifications of various groups of pupils is proposed. Courses in the intermediate school are intended for pupils who have fin- ished the work of the first six grades. and also for pupils of less attainment who have nevertheless passed the age of twelve.
"The most effective organization of the intermediate school involves the provision of a building especially devoted to this purpose, apart from buildings used for pupils in the first six grades, and, in smaller communities, adjoining the high school if possible, since this arrange- ment permits to some extent a common use of laboratories and of the services of special teachers for the pupils in the intermediate school.
: * Another plan is to house the intermediate school in the high school building, the administration of the intermediate school being kept separate and distinct from that of the high school.
«* * * At present, when manual training and house- hold arts find a place in the school program, those subjects are usually taught by departmental teachers. In
24
any intermediate school a part of the teaching, at least, should be on the departmental basis. The opportunity for beginning a foreign language, for example. should be offered to those pupils who at the age of twelve desire it. Such a subject can be taught effectively only by a special teacher. Manual training and household arts are also departmental subjects. Probably any development of the intermediate idea would extend the range of departmental teaching.
« * * The intermediate school would be situated in a central position in each town * and thus neces- sarily at some distance from the homes of many of the pupils. Children over twelve years of age, it may be assumed, could readily walk at least a mile to school. The intermediate school would be housed in a large building, with adequate provisions for shops, laboratories, library and gymnasium. Much of the teaching would be organized on the depart- mental plan, and such subjects as history, mathematics and practical arts for boys would be in charge of men because of their experience in practical and civic activities. Such subjects as English language, English literature and house- hold arts for girls might be taught by women teachers. The foreign languages if included in the program might also be taught by a woman. An intermediate school would of neces- sity be in charge of a supervising principal, who, in a small community, might also be principal of the high school. The latter arrangement would be preferable if the intermediate school were situated near, or housed in, the high school building."
The intermediate school is sometimes called a junior high school. The reorganization of the lower grades into a six grade complete unit, but connecting closely with the intermediate school, would be necessary. The reorganiza- tion of the schools of Acton on this plan would bring together all the pupils of the town above the sixth grade for departmental work and high school work suited to their needs from an early age, settle forever the present high school problem, take care of the transportation question, and make Acton one of the pioneer towns in the Common-
25
wealth in the complete reorganization of its school system. on the most approved modern plan.
I am not prepared to recommend the adoption of this; plan, as above described, but feel it my duty to bring it- before you and the people of the town as the last movement in public school reorganization, and well worthy of your consideration, as it seems adapted to the needs of Acton in a very peculiar manner, as there would be no school buildings to discontinue, and none to remodel.
In closing this report I wish to thank the committee and! the teachers for their continued and courteous cooperation, all through the year.
Respectively submitted, FRANK H. HILL, Superintendent of Schools.
Acton, December 28, 1915.
26
REPORT OF THE SUPERVISOR OF DRAWING
Superintendent F. II. Hill :
Dear Sir :- I herewith submit the report of the super- visor of drawing for the town of Acton, Mass.
There are many reasons why drawing should be taught in the schools. I could give at least forty reasons, if time and space were allowed in this report, and most of the reasons are given by prominent art critics of the country, namely, Henry Turner Bailey, Theodore M. Dillaway, Walter Sargent, Fred H. Daniels, Frederick Whitney, Katherine M. Ball, Helen E. Lucas, Annette J. Warner, etc. I will state here a few of the reasons, so parents may see what they are, if they don't already know.
1. Drawing helps to establish good habits of thought and action.
2. Gives skill of hand.
3. Gives power to express beauty.
4. Encourages originality or individuality.
5. Gives command of the language for expressing ideas of form.
6. Develops appreciation of the beautiful.
7. Develops the creative faculty.
8. Furnishes many a means of livelihood.
9. Increases interest in commonplace things.
10. Promotes enjoyment of life.
11. Is a help in other school studies.
12. Develops judgment.
13. Increases the desire for beautiful surroundings.
27
14. Drawing helps largely in the direction of industry, affects commerce and enriches life.
15. It helps to acquire good habits of thought and action, and it teaches forethought, concentration, self reliance and persistence.
The drawing in the schools this year has been a great success in nearly every class and school.
The grammar grades have shown a great improvement in their work. Nature drawing from berries, flowers, fruit and vegetables was completed early in the fall with good results. The color work is not as good as I would like to have it, but before the Spring term it will improve. Con- struction work, making projects suitable for gifts was very well done in all schools. Drawing from objects is the most difficult problem for a child, and I hope by the end of this year they will enjoy it, as much as they do construction and color work. The remainder of the year will be devoted to printing, mechanical drawing, designing for cloth, dishes, wall papers, etc.
The intermediate grades have improved in many things this year; namley; neatness, accuracy, and in originality. Some are still weak in color harmony, and originality, but as a whole there is an improvement over last year's work.
Many projects have been made for the holidays such as calendars, boxes, match scatchers and cards of all sorts. Nature drawing was not as succesful as I expected to have it. The remainder of the year will be devoted to designing, object drawing, printing, mechanical drawing. stencilling on cloth or paper, color harmony, nature drawing and cover designing.
In the primary grades the pupils are first taught to use the pencil correctly, then simple objects are drawn and colored. The pupil is trained to use color as carefully as his pencil. Color harmony is taught a little in these grades and rug designs, borders, wall paper designs are made and colored.
Many objects are made by folding, cutting and pasting, but later in the year measuring is used instead of folding.
28
The primary department has advanced rapidly this year, but there is still a chance for better work.
In closing my report, I wish to extend to our towns- people a cordial invitation to visit the schools and look over the work already completed by the pupils. It is en- couraging for a child to have his friends and parents look at his work and visit the school.
I wish to thank all who have helped to advance the work.
Respectfully submitted,
MARION CELESTE TAYLOR, Supervisor of Drawing.
29
REPORT OF THE SUPERVISOR OF MUSIC
Mr. F. H. Hill, Superintendent of Schools :
I submit the following as my sixth annual report on music in the schools of Acton, Mass.
Having written for last year's report, a general outline of the study of music as followed in these schools, I shall take it for granted that all who are interested in the subject read that outline and shall make this as brief as possible since we are working out similar problems in our classes by nearly the same methods and in like order, with the addition of new material for song study.
Through the efforts of the teachers of the West Acton school, a public exhibition of marching, singing, Folk-danc- ing and the May-pole dance, was given at the school building by the pupils, showing the educational value of the school Victrola.
There is a decided improvement in the two-part and three-part song study of the grammar grades of the South and West schools this year, perhaps more noticeable in these grades because we are not always as successful in stimulating the interest and effort necessary to well- balanced singing, at this period.
It is a recognized fact that a child's musical education begins with the study of music, rather than the study of notation and technique, that the first thing to do is to interest the child in music and then help him to make music.
The home environment may have supplied this interest and even the beginning of expression.
In that case, the work of the teacher is comparatively easy. If one element be taken at a time, there is no parti-
30
cular reason why expression and notation may not be studied at the same time.
In regard to rhythm or time, I find, in all classes where time-tapping has been required, a manifest gain, not only in the rhythm but in the reading.
The following extract I borrow from an article on "Elementary Music" written recently by J. L. Erb of University of Illinois.
"In the presentation of rhythm, working out the time values of notes is not enough, for that is merely a mathe- matical problem. Nothing short of actual tapping of the rhythm in strict time will accomplish the result. I know of no better cure for rhythmical uncertainty than a combina- tion of metronone and pencil for tapping, backed by a persistent teacher 'behind the gun,' as it were."
In closing I would say that great credit is due the corps of Acton teachers for the conscientious effort in their music classes and I wish to thank all connceted with me in the work.
Respectfully submitted,
ALICE M. GENTHNER,
31
ROLL OF HONOR
Not Absent or Tardy for One Year .*
South Acton-Upper Primary-Ralph Samsel.
South Acton-Intermediate-John Sullivan.
South Acton-Grammar-Essie Rudolph.
West Acton-Intermediate-Warren Boyce.
Acton Center-Primary-Ruth Mayell, Louis Liver- more, Frederick Shaw, Jr.
Acton Center-Grammar-Edith S. Tuttle.
*The present State School register does not require the division of the school year into terms as formerly, and that division is not made in Acton.
REPORT OF SIGHT AND HEARING TEST
School examined
West
95 Number GEnrolled
Defective
~Eyesight
.Defective
HDHearing
Parents
A Notified
Center
84
10
South
136
6
3
8
Total
315
23
6
21
32
SCHOOL CENSUS, SEPTEMBER, 1915
Boys
Girls Total
Number of children between 5 and 7 years of age
35
41
76
Number of children between 7 and 14 years of age
127
113
240
Number of children between 14 and 16 years of age
26
24
50
Number of minors between 14 and 16 years of age who cannot read at sight and write legibly simple sentences in the English lan- guage
0
0
Ő
Number of illiterate children 16 years of age or over and under 21 years of age
0
0
0
Total
188
178
376
ATTENDANCE OFFICERS' REPORT
South
West
Center
Number of cases investigated
9
4
Number returned to school
9
4
Number committed to truant school ..
0
0
0
Estimated cost
$4.50
$3.50
SCHOOL SAVINGS
No. Depositors
Amt. Collected
South Acton
70
$249.97
West Acton
74
190.37
Acton Center
29
104.14
Totals
173
$544.48
33
Number Graduated from Grammar Schools, 1915
Boys
Girls
Total
Acton Center
5
3
8
West Acton
7
1
8
South Acton
4
4
8
Totals
16
8
24
Acton Pupils in Concord High
1916 1917 1918 1919 Total
Commercial course
3
6
4
4
17
College course
4
0
4
2
10
General course
1
2
2
0
5
Scientific course
2
0
1
1
4
Domestic Arts course
7
4
5
7 23
Mechanic Arts course
1
1
5
6
13
Agricultural course
1
2
2
4
9
Total
19
15
23
24 81
34
Number Entering Concord High, September, 1915
Boys
Girls
Total
Acton Center
4
2
6
South Acton
6
1
7
West Acton
5
4
9
East Acton
0
2
2
North Acton
1
0
1
Totals
16
9
25
STATISTICS FOR THE SCHOOL YEAR 1914-1915
School
Grades
Different Pupils
Enrolled
Total Membership
Net Registration
Aggregate Membership
Average ·
Average
Percent·
Percent
Attendance
No. between
5 and 7
No. between
7 and 14
No. between
14 and 16
Number
Under 5
Number
Over 16
West
1-2-3
17
21
36
34.00
30.57 87.63|11|13
6
4-5-6
11
12
25
24.93
22.90|90.59|
0 0
11|
12
0
0
7-8
19
14
34
31.14
29.43 94.59
0 0
15
13
4
1
0
0
0
5-6
20
17
37
32.01
29.69|92.98
0| 0|
19
15
1
2
7-8
14
13
26
26.40
24.00 93.30
0
10
10
4
2
0
C
7-81
17]
8
25
22.52|
21.27|92.95
0
12
8| 5| 0|
0
0
01
0
176 154 338 318 52,435 310. 25 285.39 92. 16 37 44|125 104|14 | 5|0|
0
0
-
South
1-2
25
26
52
47.30
41.50|89.21|17|19
8
7
0
3-4
13
13
29
27.50
24.50 88.29
0 0
13
13
Center
.11-2-31
21
22
40
37.60
36.20 97.04
9 12
12
10
0
14-5-6] 19
8
34
26.65
25.33|95.02
0 0
19
8|0|
0
0
*
f
*
*
* Boys
+ Girls
35
Membership
Attendance
INDEX
Assessors' Report
Board of Health
Cemetery . Commissioners
Collector's Report
Inspector of Animals
Library Trustees" Report Librarian's Report
List of Books Added
Overseers of the Poor
Selectmen's Report
Town Accountant's Report
Town Clerk's Report
Births
Deaths
Dog Licenses -
Marriages
Non-Resident Burials
Town Officers
Town Meetings
Town Warrant
Treasurer's Report
Wilde Library Fund
Cemetery Funds
Tree Warden 36
Trustees Goodnow Fund
85
SECOND SECTION
1
School Report
1
School Calendar
Special Exercises and Holidays
School Officers' and Teachers ?.
5 6 8
General Report
Financial Statement
10 18
Superintendent's Report
Supervisor of Music 20 26
Supervisor of Drawing
Roll of Honor 31
Statistical Tables 31
70 37 77 72 33 87 91 92 74 35 39 25 26 30 33 28 32 3
8 64 67 68
Standing Rules
REFERENCE BOOK ACTON MEMORIAL LIBRARY ACTON, MASSACHUSETTS 01720
WELLS BINDERY, INC.
OCT
1976
WALTHAM, MASS. 02154.
.
4
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