Town annual reports of Medfield 1930-1939, Part 27

Author: Medfield (Mass.)
Publication date: 1930
Publisher: The Town
Number of Pages: 1744

USA > Massachusetts > Norfolk County > Medfield > Town annual reports of Medfield 1930-1939 > Part 27

Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).

177

loomed so large, I tried to show that Medfield was very careful in school expenditures, had never wasted money on new subjects, and compared favorably in costs with similar towns, the State, and the nation. This year the same things are true. Figures can easily be given to prove it. Both our costs and our local tax for school support have been cut; other tówns have done the same. From our local tax alone, for the school year ending June 1933, we paid $74.23 per pupil; the State average was $82.46. Evidently there should be little need to argue for mere continued support of our schools as they now are. But here, as everywhere, schools as they now are do not meet the need of the present situation as it is rapidly changing. Here, as everywhere, there is dissatisfac- tion with what schools are accomplishing, and the chief prob- lem is the high school. When the United States Congress is aroused to the extent of spending $225,000 on a National Survey of Secondary Education, as has just been done, the dissatisfaction must be country-wide and not confined to our town or even our State. Superintendents, high school prin- cipals, vocational counselors, teachers are eagerly studying the matter; they are fully as much interested in constructive criticism as are dissatisfied parents and taxpayers in Med- field and every other town.

The real basis of the problem is this: pupils stay longer in school than they did and High School graduation has become the expected, not the exceptional thing. Many now go to high school as a matter of course rather than for a special purpose. Our high schools in general have today twice as many pupils as they would have had if they had simply kept pace with the growth in population during the last ten years. This means that fifty percent of those now in high schools would not have attended them ten years ago. Some now come because they cannot find work; but this began even before the depression. Some come because their homes wish it; some because it is easier than to strike out for them- selves; some, perhaps, so as to get "white collar jobs." The

178

N. R. A. at a stroke barred from industry and sent back to school all under sixteen. It is clear at all events that their homes wish these people to have four years of high school and that the taxpayers wish to offer it; but they themselves often do not know why they want it. We offer them now nothing we did not offer ten years ago; but Algebra and Latin are no more attractive now than to those who then dropped out. It is still no more true that all high school pupils can succeed in the classical course than that all can profit by a college course; not all should take the commercial or vocational course any more than all could profitably follow a skilled trade or fill an executive business position. Nor is it desirable. It follows that those pupils do not find in the present courses enough things which they consider worth doing; they see no use in really mastering what we offer, so do not set themselves to do it; they aim to "get by" or to "be passed." They are in the same classes with those others who do take responsibility for study and home work and aim at mastery; they need more study than those-they do less. Thus they themselves drop behind and they hinder their more ambitious mates. They must be pushed and even be disciplined to keep from disorder and lawlessness. We have them in our high school; so do other small high schools; also large high schools and vocational schools to which towns like Norfolk and Westwood send their pupils; so do many, many high schools just now reporting to the High School Principals' Association. Some

teachers would forcibly remove from school pupils who do not make a business of their high school work and who there- fore clog the system. Why, they say, should a town pay high costs for them? But if so removed, to what can they turn? Some teachers would retain and encourage them and provide for them different school opportunities which they will recog- nize as worth their best efforts. If "public education is a de- vice for preparing children for successful living under the conditions which confront them it must change as conditions

179

change economically, socially, politically." The new Super- intendent of New York City schools says, most concisely : "No pupil hereafter must leave the high schools of New York unable to understand the front page of his newspaper. . . we've got to get hold of Johnny Jones and fit him for his world and for his time.

What should Medfield do in order to have a school in which all pupils who ought to be encoraged to attend may find what they consider worth their while? Neither Medfield nor its teachers will be satisfied until some way can be found to make its high school challenge the whole-hearted effort of all pupils who want to attend. There should be, of course, opportunity for various phases of manual work and domestic science; but that is for the present quite out of the question. There should be change of emphasis in courses that we already have, so that the occupations and interests of our own homes in every- day life may be better understood, appreciated, and shared; it will mean less facts of past history perhaps, more of the progress and meaning of present events surely. It will mean more attention to what we read and do in the probably in- creased hours when we do not have to toil. It will mean personal interest and support and effort-from homes, teach- ers, pupils. It will mean that most pupils work either more at home or longer at school; it may mean a school day more like the work day, with all study in the school session; if not that then there must be more "home work" than most do at present. Now if a pupil does not do school work at home he cannot make the personal progress he should; he hinders the class progress; and, worst of all, he is in a measure re- sponsible for an unsatisfactory school. Many homes will find here the answer to their adverse criticism of the high school.

This "change of emphasis" in school courses and subjects may best be shown by a program of studies, based on a program actually in use long enough to be tested in North Andover; this shows more clearly the relation of school work

180

to advanced schools and to life. It is almost wholly a re- arrangement of the work we are now doing, with clearer emphasis on the meanings. It is given here with the recom- mendation that we at once plan to put it in operation next September. Choices, of entire course or of subjects for any year of the course, may be made by pupils of any year in high school without hindering their prospects or plans. It is worthy of careful study.

181

SUGGESTED COURSES OF STUDY SOCIAL ARTS CURRICULUM

First year, required:

English

Civics (Defines good Citizenship and explains our Gov- ernment)

First year, elective:

Algebra*

French* (Conversation and reading in French)

Junior Business Training

Free Hand Drawing

Second year, required :

English

Biology

Junior Social Science

Second year, elective:

Geometry*

French* (continuation of preceding course)

Free Hand Drawing

Typewriting for personal use.

(The Junior Social Science to be a modification of our present World History course and to serve as back-ground for and introduction to, a study of the civic, social, and eco- nomic problems of the United States and the World).

Third year, required: English Senior Social Science

Third year, elective:

Chemistry* French*

Typewriting for personal use

Free Hand Drawing

Mechanical Drawing

(Senior Social Science to be a broadening of our present

----

182

course in Economics to include some study of Sociology and International relations.)

Fourth year, required: English with public speaking

United States History and Government

Fourth year, elective:

Physics*

French*

Senior Business Training

Senior Mathematics* Typewriting for personal use

Free Hand Drawing

Mechanical Drawing

(Solid Geometry and Trigonometry could be offered if there were a demand for them.)

This social Arts Course is a slight modification of the general course which we already have in our school. It would seem as though we should add, as circumstances permit, some work along manual lines or possibly give some school credit for work taken by correspondence or done, as music is done, outside the school.

This course is recommended for the majority of pupils for the following reasons:

Preparation for life: This course provides a civic, scientific, and cultural preparation for a life of active, intelligent citi- zenship.

Preparation for college: Colleges are now tending to be more interested in the scholarship standards, work habits, and personality of candidates than in the particular group of High School subjects which have been studied. The majority of pupils that are barred from college are barred on the basis of scholarship requirements rather than on failure to have chosen particular courses in High School subject requirements. The mental ability and industry of the pupil himself must supply the desired scholarship requirements.

183

When the starred electives are chosen this Social Arts Cur- riculum will prepare one to meet the subject requirements for entrance to the following colleges.

GROUP A

Bates College

Boston University -- all departments

Boston College

Bowdoin College

All Mass. State Teachers' Colleges

Brown University

Clark University

Colby College

Colgate U.

All N. E. State Colleges

Dartmouth C.

Emerson C. of Oratory

Harvard U.

Holy Cross College

Tufts College

Lowell Textile Institute

Mass. State College of Art

Mass. Nautical School

Middlebury College

Northeastern U. (all dept's.)

Norwich University Princeton University

Simmons College

Wesleyan University

Yale University

Most Hospitals and nurses training courses.

Since 1920, 49 of our graduates have entered colleges in this group.

The following list of schools and colleges shows the variety of Institutions for which this Social Arts Course prepares, regardless of which electives are chosen.

184

GROUP B

Bennington College

Bentley School of Accounting

Boston Conservatory of Music

Burdett Business College

Lesley Normal School

Leland Powers School of Expression

Massachusetts College of Pharmacy

All Business and Secretarial Schools

Northeastern University School of Law and School of Business

Portia Law School.

Stockbridge School of Agriculture at Amherst

Suffolk Law School

Wentworth Institute

Vesper George School of Art and similar Art Schools Also Training in many hospitals.

43 pupils of this School have been admitted to Schools of this group.

If in addition to the starred electives of this course, Solid Geometry and Trigonometry are taken, it prepares one to meet the subject requirements of the following technical schools.

GROUP C

Massachusetts Institute of Technology

Worcester Polytechnic Institute

Rensselaer Polytechnic Institute

One of our graduates has entered schools of this group since 1920.

THE BUSINESS COURSE

First year, required:

English

Civics

Junior Business Training

185

First year, electives: Algebra* French* Free Hand Drawing

Second year required: English Bookkeeping Junior Social Science Typewriting

Second year, electives:

Biology*

French*

Geometry* Free Hand Drawing

Third year, required :

English

Senior Social Science

Typewriting

Third year, electives:

Bookkeeping

Shorthand

French* Chemistry*

Free Hand Drawing

Mechanical Drawing

Fourth year, required: English with public speaking United States History and Government

Fourth year, electives: Shorthand, Typewriting, and Office Practice (3 courses) Senior Business Training (Law, Salesmanship, and Business Methods)

French* Physics*

186

Free Hand Drawing Mechanical Drawing

Rather few should choose bookkeeping and stenography because of the fact that, of those who go into business, not over 9% do bookkeeping and not over 21% use shorthand. The largest percent of commercial workers are engaged in sell- ing.

Graduation from this course prepares one for entrance to the schools and colleges included in group B. If the starred electives are chosen, it prepares one to meet the subject re- quirements of many of the institutions included in group A.

ACADEMIC CURRICULUM

First year, required:

English

Civics

Algebra

French or Latin

Second year, required:

English

Geometry

Latin or French Biology-elective

Third year, required:

English Senior Social Science Latin or French

Third year, electives: Chemistry French or Latin

Fourth year, required: English

187

Senior Mathematics United States History and Government

Fourth year, electives: Latin or French Physics

This course in itself does not provide an adequate prepara- tion for life. It would be recommended merely for the few pupils who would wish to enter a school in group D or who desire to take the A. B. degree course at some of the group A colleges. Only one of our graduates since 1920 has wished to enter any school in this group and she was admitted.

GROUP D

Amherst College

Emanuel College

Bryn Mawr College Mount Holyoke

Radcliffe

Regis College

Smith College

Vassar College

Williams College

Wellesley College Wheaton College

This group of colleges is gradually growing smaller because of the growing tendency to be less academical in entrance requirements.

I cannot sum up the situation more forcefully than has Deputy Commissioner Wright in his radio address, December 28, 1933.

Closely related is the practical abolition of child labor under sixteen years of age through the adoption of the industrial codes. In times of normal business, hundreds of thousands of children from 14 to 16 years of age were out of school and in industry, many of them because there was

188

nothing in the school program of interest to them. It is gen- erally believed that these children will never again be em- ployed in industry. This means that all children up to six- teen years of age are to be in school on a full-time basis. We have, in this fact, compelling argument for the immediate restoration to the curriculum of the so-called fads and frills as a means of meeting the needs of the non-academic type of pupil who is being sent back to school, even in this depression year, to the extent of 100,000 pupils. Any school system that abates the emphasis on music, art, homemaking, shopwork, and health and physical education at a time when thousands of motor-minded children are returning to school is creating for itself an educational problem of the first magnitude.

"It is very clear that greatly increased amounts of leisure time are to be the possession of all in the future. The thirty or even the forty-hour week has great significance for public education. He is very short-sighted who does not see the re- lation between the short working day and week and increased emphasis upon music and art in home and community life. That man who sees no value in shopwork and manual train- ing for vocational and avocational uses in an age that starts its motors, as was done at the Century of Progress Exposi- tion, with the light rays from the star Arcturus, has his edu- cational concepts illuminated by a kerosene lamp. We cannot live mechanically in 1933 and go back educationally to 1883. We must have an educational system adjusted to the new social and economic order and that means more and better education for more of our people. The way out is not through a crippled and handicapped school system.

The child of today must be educated to live in a social order marked by the closest interdependence. This means a new emphasis upon training for citizenship through practice. The new education must produce citizens who un- derstand better the society in which they live. . .

"We are learning painfully today that we pay, soon or late, for what we need in social or civic life whether we purchase

189

it or not. Restricted or denied educational opportunities for youth now means increased custodial and correctional care by the State in the future. Failure to provide opportunities for health and recreation for youth today means greater in- stitutional expenditure by the State tomorrow. Unrealized possibilities in character training in the schools of the pres- ent will take a heavy toll from the wealth of the nation in the years that lie ahead. The cost of ignorance in a democratic society is always greater than the cost of education. In the end, in one form or another, we shall have to pay the bill for what we need. Ours is the decision as to whether we shall make the expenditure now in the form of good schools, ade- quate playgrounds, and essential health service for children, or pay later in the form of correctional and institutional care at a cost much greater.

"This is an appropriate time to reaffirm our belief in a state- ment made by a great son of Massachusetts, Horace Mann, nearly a century ago when he said: 'The property of this Commonwealth is pledged to the education of all its youth up to such a point as will save them from poverty and vice and adequately prepare them for the performance of their social and civic duties!'

For all loyal and faithful co-operation of all with whom my service is associated I offer my hearty thanks.

Respectfully submitted,

LYMAN R. ALLEN.

190

REPORT OF HIGH SCHOOL PRINCIPAL

December 31, 1933.

Mr. Lyman R. Allen Superintendent of Schools Sir,

I submit herewith my report as principal of the high school for the year 1933.

The year as a whole has been very successful with a fine spirit of co-operation among teachers and pupils. The mem- bership of the school stays fairly constant at around 150 pu- pils. This year, due to economic conditions, we have a larger number of post-graduates than usual. Four have been taking regular work since September, two come in for special sub- jects, and two others started the year but left as soon as they found something else to do. No special classes are formed for these pupils, but they are fitted into the regular classes. In this way there is practically no extra expense connected with post-graduates.

Attendance has been good, although there is still more tardiness than there should be.

In athletics the year has not been so successful as the preceding year was. As good players graduate, it takes some time to develop others to take their places. We owe much to Mr. Kenefick, to Mr. Cosgrove, and to his successor, Mr. Hardy, for the amount of time which they have devoted to the athletic interests of the boys outside of the regular school hours without any extra compensation. Miss Chisholm de- serves the same credit for her work with the girls. The school is also greatly indebted to the Beckwith Post of the American Legion for the sum of money which was raised at a dance this fall and given to the schools for athletic equipment. With this money a set of three soccer and two basketballs were bought for the Ralph Wheelock School, two playground balls were bought for the Junior High, and the remainder was spent on football equipment.

191

In June a class of 19 was graduated with appropriate ex- ercises, the program for which will be found appended to this report. The success of this program again emphasizes the wisdom of the change from the old type of graduation program.

· Two members of this class are attending Simmons College; one is attending Regis College; and two others are training for the nursing profession. Three are taking post graduate work here. We have at present 20 recent graduates of our high school studying in schools of college grade. Within the last four years 19 of our graduates have completed courses in schools of college grade. This is approximately 27 percent of the total graduates of the past eight years. Our course of study as at present organized caters almost entirely to this 27 per cent. The traditional subjects of the high school course (algebra, geometry, Latin, French, etc.) were organized for the group fitting themselves for professional life, because when high schools were started no one went to high school except this group. The large increase in high school member- ship in the last twenty-five years has brought in a large percentage of pupils who do not need and can not really profit much by the study of these traditional subjects. These pupils in the present day school are very likely to be misfits, not because they cannot learn, but because they do not find in the courses offered, those things which they find it worth their while to do. They simply cannot foresee any possible occasion in later life when such studies will be of value to them. It seems to be an accepted fact that the people of New England desire to furnish a high schol education for all children. Why should not the course of study in our high schools be changed to meet the needs of all children? We have introduced much social science-civics, economics, etc .- and much natural science, but are still trying to drag through traditional courses in algebra, geometry, Latin, and French many pupils who should never take these subjects. It is a significant fact that there is a much greater percentage of

192

failures in these latter subjects than in the social and natural sciences. I think that the time has come when serious thought should be given to the question of revision of our entire course of study to take care of that large proportion of our pupils who are not destined for college. Very little in the school course of today serves to fit a person to use properly and profitably that large amount of leisure time which changing economic conditions have apparently brought permanently to our working people.

In conclusion, I wish to thank you and the members of the School Committee for all the kind assistance rendered during the year.

Respectfully submitted, ALTON H. HARTFORD, Principal

REPORT OF DRAWING SUPERVISOR

To the Superintendent of Schools:

I am pleased to submit my annual report as drawing su- pervisor in the Medfield schools.

Last year the grades showed gain in originality and free- dom of expression. The town made a fine showing in the S. P. C. A. poster contest, winning nineteen medals and magazine subscriptions. All other poster contests were omitted, in the interests of economy, as large poster board is expensive.

The final exhibition was held in the Ralph Wheelock building on May twenty-first. Although a serious attempt was made all the year to use smaller and less expensive paper, the results received favorable comment from many people.

Due to the change in the time of starting school in the grammar building this fall, we are able to arrange a better program for the grades, so that the supervisor has more time in each room. Children who work a little more slowly than average have more chance to get help. There is also more

193

----------

time to discuss the next lesson with the teacher, which im- proves the work between the supervisor's visits.

Altogether, the grade work is progressing steadily. We are all proud of the children's work in drawing.

All the high school work dropped in value last year, as it was necessary to share the room with the special class. Since September we have had the place to ourselves again and much more progress has been made. We made it as attractive as possible with new curtains, paint, etc., and although most of the classes are crowded, we get along very nicely. It is not unusual for ten or more pupils to come back after school and work until four o'clock or later. This extra work is worth while and should be encouraged.

A rule was made last year to admit only Juniors and Seniors to the mechanical drawing class. We found that the younger boys filled the room otherwise and they needed so much attention that there was no time for the older group who choose the subject for practical and definite reasons. They grasp it and go ahead so much faster after having geometry that it is better to wait until then. Parents should advise one year of freehand drawing first whenever possible for best re- sults. Boys who started as Freshmen and wish to take it this year have been given an opportunity to take a corres- pondence course in school time. In view of these changes, great improvement is to be expected in this part of the work from now on.

Medfield is to be congratulated for the splendid work of the School Committee, whose fairness and consideration have given the teachers an incentive to keep their standards high.

I thank them and all others who have made it possible for the children to continue this valuable part of their school training and I hope for wisdom to make it even more worth while in the future.

Sincerely submitted,

EVELYN H. JUDD.

194

REPORT OF SCHOOL PHYSICIAN

To the Superintendent of Schools:

Routine examination of the pupils was completed early in October and reports sent home on the following:

Enlarged or diseased tonsils

Enlarged glands

Heart conditions

Chronic ear disease

Hardened wax in ears

Scabies

Impetigo

It is of interest to note how closely these figures approxi- mate those of preceding years, indicating of course that many of these have been previously reported, but have returned to school this year with the condition uncorrected.

Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.

Town annual reports of Medfield 1930-1939, Part 27

Author: Medfield (Mass.) Publication date: 1930 Publisher: The Town Number of Pages: 1744

Author: Medfield (Mass.)
Publication date: 1930
Publisher: The Town
Number of Pages: 1744