USA > Massachusetts > Worcester County > Southbridge > Town annual reports of the officers of Southbridge for the year ending 1883/1884-1886/1887 > Part 21
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38
Higher Primary-Elm street,
36
29
25
86 2
2 14
36
School street,
33
29.95
27.34
91.3
7.76
36
River street.
43
42 67
37.63
S8.2
52
36
Lower Primary-Elm street,
52
30
24
80
7.3
36
Main street.
54
41.42
36.39
87.8
4.83
36
School street.
60
42.1
36.84
87.5
6.15
36
Grade I-River street.
46
38 06
32.78
86.12
3.1
36
Grade II-River street,
40
39.53
24 26
82.15
5.12
36
Mixed Primary-Sumner.
28
17.28
13.51
78
4.2
36
Carpenter. - Ammidown,
39
31.3
28.33
90.5
.25
36
Ungraded-Bacon, -
15
12
10 3
S5 81
6.4
36
Hooker.
21
11.55
10.1
87.5
4.24
35
Dennison,
16
12.42
10.77
86.7
4 94
36
Total,
888
694.33
618.94
89.14 4.3
809
Total average, -
40.36
31.56
28.13
89.14 4.3
36.77
The following pupils are reported as perfect in attendance, having been neither absent nor tardy during the year :
Louisa M. Chapin,
Charles A. Simpson,
Mabel E. Morse,
Cheney J. Wells,
Blanche E. Harwood,
Albert B. Wells,
Adeline Mountain,
Leon C. Harwood.
91 6
1 78
36
59
33.8
30.95
ance.
ance.
I2I
REPORT OF SCHOOL COMMITTEE.
The enrollment in May of the school population gave 1419 against 1358 the previous year. In the public schools there have been enrolled 817 pupils of school age. Through the courtesy of the Lady Superior of the Parochial school, the fol- lowing report of attendance is given : Total enrollment for the year 680 ; average number belonging 590; average attendance 548. Allowing the same percentage under five and over fifteen as in the public schools, there have been enrolled in all the schools 1343 pupils of school age, or 76 less than the May en- rollment. There are some pupils who have divided their at- tendance between the public and Parochial schools, and are en- rolled in both. How large this number is, I am not able to state. but whatever the number is it reduces by so many the whole number of different pupils who have actually attended school during the year Judging from the number of children to be seen at all times on the street, it is evident that many of school age attend school very little or not at all. If questioned, they claim to attend school. and assign a reason for being out at that time. It will be necessary to devise some plan by which this class of children can be reached and made to comply with the law. The authorities of the Parochial school will, no doubt, co-operate in any measure having for its object the welfare of these children.
ATTENDANCE.
The irregularity in attendance and lack of punctuality in our schools is one of the greatest hindrances to the accomplishment of the best results. It seems a small matter that a child is a few moments late ; that he is dismissed before the end of the ses- sion, or that he is absent an occasional half day, but in reality he is forming habits that will effect his whole life. Children should understand that attendance at school is their business, which is not to be neglected without good reasons, and that ac- quiring the habit of prompt and regular attention to business is an essential element of their education. The average attend- ance the past year compares favorably with that of previous
122
REPORT OF SCHOOL COMMITTEE.
years, and is not lower than that in many other towns in the Commonwealth : still there is room for much improvement in this respect. The injury to a class resulting from the absence of individual pupils, cannot be based on the loss of time to those pupils : it is a disturbance to the whole class, retarding the gen- eral progress. There is reported, in all the schools, during the year 3,826 cases of tardiness, averaging 4.3 to each pupil. There are necessarily more or less cases of unavoidable absence and tardiness, but it is probable that not one-half of the show- ing of the registers would come under this class. Other things being equal, a high rate of attendance is indicative of a good school. Much can be done by the teachers in securing a good attendance, by making the school room a pleasant and attractive place, and by showing a personal interest in the pupils, making them understand that every case of absence receives prompt attention, exciting immediate notice and inquiry ; still the ut- most vigilance on the part of teachers in this direction will fail to remedy the evil without the co-operation of parents.
SCHOOL HOUSES.
There can be but one opinion in regard to the school houses of Southbridge. They are not creditable to the town. In a place so attractive, enterprising and progressive in other directions, with so many substantial business houses and fine private resi- dences, one is disappointed not to find the public buildings bearing a more favorable comparison. In our New England towns no public interest has ever had a warmer place in the hearts of the people than the public schools, and there is no ob- ject for the support of which the citizens provide more cheer- fully and liberally. It is unfortunate that, at an earlier time when there was more opportunity for choice, the importance of securing large and suitable lots for the village school houses was not urged upon the citizens with a force to command atten- tion. The Main street building is the best of the village houses, but this lacks many important features of a commodious, well equipped school house. The cloak rooms are too small; it is not
123
REPORT OF SCHOOL COMMITTEE. .
properly heated and ventilated, and the sanitary conditions can- not fail to be a source of anxiety to all thoughtful parents. The closets connected as they are with the school rooms, would hardly be safe if running water were supplied. The play ground is too limited for the number of pupils gathered in this building. The larger boys to play any games, are forced into the streets where they are regarded as intruders, disturbing the immediate neighborhood, and those passing by; and it does not improve a boy's temper to feel that he has no place, that he is in every- body's way.
The School street and River street buildings are open to the same criticism as the Main street house. The closets are on the same plan, and require much care and no little expense in cleans- ing and disinfecting to keep them from being very offensive. The grounds of these buildings possess not one attractive feat- ure.
It is reasonable to suppose that comparatively few of our citi- zens ever visits the High School and are familiar with the condi- tions under which the work is here conducted. The accom- modations for this department are insufficient, and in no re- spect, convenient. Under the present conditions the work is done under great disadvantages. The 54 desks in the main room now occupy all the available space for desks. The pres- ent number of pupils is 48, 42 of whom are in the lower classes. The entering class will probably number over 20; and unless an unusual number drop out from the school at the close of this term, there will be, next term, more pupils than desks. The recitation room is small and inconvenient for the larger classes; the apparatus room is distant and in every respect unsuitable. There are no means of ventilating the rooms except by win- dows. The heating is by stoves, the most unsatisfactory means of heating school rooms.
The school house with its surroundings is an element in edu- cation of too great importance to be lightly regarded. It may have a refining, elevating influence, commanding respect and in- stilling a regard for public property; or it may have the opposite
124
REPORT OF SCHOOL COMMITTEE.
tendency. In the interests of morality and purity, every safe- guard should be thrown around the children in their associations at school. Profanity and vulgarity are forbidden, but unfortu- nately it is not easy to prohibit these vices, wholly. Parents have a right to demand all the protection that can be given against the contamination of those disposed to evil. In this view an- other serious defect of our school premises is the lack of separ- ate play grounds, having out-houses with separate approach and apartment for each sex. With the present arrangement of most of the buildings, I am aware that it would not be easy to make this improvement; yet it is a matter that demands serious atten- tion.
The question of providing the village schools with suitable ac- commodations, cannot be long deferred. One large building, somewhat centrally located, and of sufficient capacity to accom- modate all the pupils of the higher grades, would unquestion- ably be the most economical, if not in all respects the most sat- isfactory. The cost of such a building need not naturally in- crease the yearly rate of taxation. Its benefits would be for the future as well as for the present, and the future should share the burden.
The buildings in the outlying districts, need some changes and repairs. The roof of the Ammidown house is in bad condi- tion and must be reshingled. Other than this, there is nothing ยท requiring any considerable expense. Something should be done each year in the direction of improvement until all the houses and grounds are in proper condition. Such matters as pertain to the health and physical comfort of the pupils should receive early attention.
In several of the class rooms the furniture has at some time been subjected to great abuse, the desks defaced and mutilated. Some of the rooms are still furnished with double desks which have evidently been long in service. In the Main street higher grammar rooms, many of the desks are not only in very bad condition, but a part of them are not of proper size for pu- pils of that grade. In the School street lower grammar the
125
REPORT OF SCHOOL COMMITTEE.
desks are in nearly as bad condition. This is a large school, and could be better and more easily controlled if furnished with single desks. I would recommend that provision be made this year for refurnishing both or one of these rooms. During the next long vacation, the defaced desks, which are not beyond re- pair, should be put in good condition and newly dressed ; and each year one or two rooms should be newly furnished until all the old double desks are removed.
COURSE OF STUDY.
The revised course of study which you have adopted and or- dered to be embraced in this report, is belived to be well adapted to the present condition of the schools. The limits designated will show the teachers the amount of work expected in each grade, and will curb the tendency to advance too rapidly, and so lead to more thorough work. A course of ten years does not necessarily mean that all pupils are required to spend this number of years in the lower schools. Several of those who enter the High School this year have gained one or more years by special promotion. In the revision the purpose has been to make the course as practical as possible, omitting entirely or passing lightly over non-essentials, and emphasizing only the most useful and practical. More reading matter, suited to the capacity of the several grades, is provided for, to avoid the necessity of taking the higher numbers of the regular series at a step when they are entirely beyond the comprehension of the children.
United States history, first as supplementary reading, is taken at an earlier stage, and completed earlier in the course, giving place to English history in the tenth grade. In the High school the English language is given a most prominent place ; a more extended course in American and English literature is provided for, to give the students a better knowledge of authors and books ; arithmetic is given a place in senior year, extending through the fall and winter terms, with the purpose of giving a thorough drill in the business principles, when the students are
I26
REPORT OF SCHOOL COMMITTEE.
of an age and capacity to deal with the subject in its most prac- tical bearings. Provision is made for pupils of lower classes who are not able to remain in the school for graduation to avail themselves at an earlier stage in the course of the benefits of this instruction. It is important that the High school be a " high " school in fact as well as in name, and that the standard of scholarship for graduation should not be lowered. The law requires a place for certain studies, and these are duly provided for in the several courses. While pupils who can and wish to graduate are required to pursue one of the regular courses laid down, the largest opportunity should be given to any who may wish to enter the school as special students. If there is any one in the town who cannot take a regular course, but who wishes to pursue any one study. he should be encouraged to pursue it in the High School. It would be impossible, without additional teaching force, to form special classes for these pu- pils, and they would necessarily have to pursue the studies as they came in the regular course. It is important that the teach- ers of every grade be familiar with the general scope of the whole course of study, that a clear understanding may be had of the relation of one part to the whole ; especially is it impor- tant that each teacher be familiar with the requirements of the grades below.
THE SCHOOL WORK.
There are certain matters pertaining to the routine work of the schools that call for immediate attention.
The very poor Penmanship of a majority of the pupils in the Grammar Schools indicates a serious defect somewhere. If this results, in any measure, from the much written work required, then the remedy is for the teacher to be more strict in regard to these exercises, declining to receive work not written with sat- isfactory neatness and care. If the fault arises from a lack of time or attention given to the subject, then the remedy is clear.
In Arithmetic, there is a lack of thoroughness in the funda-
I27
REPORT OF SCHOOL COMMITTEE.
mental operations, a disposition to advance too rapidly over the elementary work, and too little stress laid upon mental exer- cises.
In Reading too much attention is given to the mere mechani- cal process ; it is " too much a matter of words, and not of ideas and of thought." In the High school, with some exceptions, there is a lack of distinctness in utterance, of clearness in ar- ticulation. a lack of appreciation of some of the simple princi- ples of good reading. A thorough drill in vocal training, at some stage of the High School course, would be of great advan- tage, and no doubt would be appreciated.
Nothing is more unfortunate for a pupil than to be in a class. the work of which he cannot, by his best efforts, do well. It leads to discouragement and to bad habits of mind and study. As soon as the status of such a pupil is known, in justice to himself and to his class he should be placed where he can do the work. During the past term the progress of some classes was impeded by pupils not up to grade, and who seemed to man- ifest no interest in recovering lost ground. Pupils who for any reason, whether irregularity of attendance, lack of mental quickness, lack of interest or application, fail to do the re- quired work of their grade, receiving no benefit themselves and being a drag upon their classes, should be removed to a lower grade ; this after reasonable effort has been made to bring them into line of work. To these matters I propose to give careful attention.
During the six months of service which I have given to your schools, my time, in school hours, has been spent almost exclu- sively in the school rooms, studying the condition and needs of the schools, making such suggestions and instituting such measures of improvement as seemed to require my first atten- tion. I have studiously avoided any overturnings that would produce confusion, knowing that the processes of improvement are necessarily slow, and secured only by persistent effort, in- telligently and steadily applied. I find the teachers, earnest and faithful, much to commend, and generally pleasant and cor-
128
REPORT OF SCHOOL COMMITTEE.
dial relations between teachers and pupils. There is uniformly manifested a desire to learn of better methods, and generally a readiness in grasping and putting into practice all suggestions.
While it is a pleasure to me to note the good features of the schools, as they show advancement towards that higher plane to which your efforts have been directed, my attention has been more especially given, as you have expected of me, to such an acquaintance with everything pertaining to the schools as would enable me intelligently to advance their best interests.
There is room for improvement in all departments of our work, for an advance all along the line. No school or school system approaches very near the ideal. The work is before us, demanding on the part of all in any way connected with the management of our schools, the wisdom to hold fast that which is good, and the best efforts and an earnest purpose to carry them to a much higher degree of efficiency.
In closing, I wish to express my acknowledgements of gener- ous support and uniform courtesy, and through you to thank teachers and all others who have aided my efforts by hearty co- operation and words of encouragement.
Respectfully submitted, J. T. CLARKE, Superintendent of Schools.
COURSE OF STUDY,
In the following Course of Study, an outline is given of the amount and kind of work to be done in each grade, with sug- gestions to aid the teachers in preparing definite plans for instruction and study. The limits indicated, though not in- tended to be arbitrary, are what ordinary classes in charge of teachers of average ability and skill, will easily reach.
Teaching is the process of arousing and directing the mental activities in such a way as will lead to the acquirement of
I29
REPORT OF SCHOOL COMMITTEE.
knowledge and mental culture. To train pupils to observe, to think, and to express, should be the constant effort of the teacher. The child's interest in common things should be en- couraged and stimulated by questions and simple talks about the numberless objects in street, highway, field and sky.
More minute directions and suggestions will be given in the class-rooms and at teachers' meetings, when comparisons of methods and results will be made. In the appendix will be found some general suggestions applying to the work in all grades, and which should be consulted in connection with each years' work.
PRIMARY SCHOOLS.
FIRST YEAR.
Reading. From blackboard, chart, and one-half of First Readers, words at sight and in easy combinations, phases and sentences, other than object words by association and repeti- tion. Carefully distinguish between reading and mere naming words. Teach children to look sentences through, then to read right off as if talking, thus securing an easy, natural expression.
Position and holding the book.
Language. Cultivate power of expression. Lead pupils to tell what they know in correct language, to talk accurately and naturally about objects and what they see in pictures and read- ing lessons. Use and require complete sentences in asking and answering questions. Capitals, periods, question and exclama- tion marks.
Number. Develop idea of number, combinations (parts) from I to IO, using objects and numeral frame; coins, one to ten cents.
Writing. Copy in script, on ruled slates, words and sentences. In the order indicated, practice the short, small letters, i. u. w. m. n. x. v., followed by progressive teaching of capitals. Secure legibility as soon as possible.
130
REPORT OF SCHOOL COMMITTEE.
Drawing. Slate and blackboard, lines, divisions, positions and combinations into plain figures. Drawing cards-first series.
Miscellaneous. Parts of body ; common colors ; form, sphere and cube ; simple qualities ; physical exercises ; memory gems ; singing.
SECOND YEAR.
Reading. Finish First Readers ; Advanced First Readers and easy supplementary for sight reading. Insist upon clear and distinct utterance. Bring out the thought.
Language. Continue work of first grade ; statements and stories in connection with observation and reading lessons ; description of objects, actions and pictures ; spelling by sound and by letters, words from reading lessons and from language of school room.
Number. All combinations to 20 ; original problems with objects ; building tables through 5 ; simple written examples in addition and subtraction on blackboard and slate ; Roman numerals to X ; coins ; inch, foot ; pint, quart, gallon ; pound, ounce.
Writing. On ruled slates or paper, copies of words and sen- tences ; days of week; names of months ; name and address with punctuation ; attention to position and holding pencil. Review and continue practice on small letters, o, e, c, t, h, k, 1, b.
Drawing. Extend previous work ; cards, first series ; designs with splints and colored paper.
Miscellaneous. Review and extend work of first grade ; form and surface, edge, angle, triangle, prism, cone ; qualities ; plants-leaf, stem, flower, root.
THIRD YEAR.
Reading. Second Readers and supplementary reading. Attention to meaning of words. Articulation and emphasis.
I3I
REPORT OF SCHOOL COMMITTEE.
Number. Review and extend combinations to 50; writing and reading numbers to 1,000 ; mental examples ; have pupils make up examples ; slate and blackboard work ; Roman numeral to L ; rapid and accurate adding of columns of figures, subtrac- tion, original problems in common transactions and making change. Halves, thirds, fourths and fifths by objects ; dozen, score, quire ; coins ; length, surface, solid.
Language. Extend previous work ; simple plurals, hyphens, contractions.
Spelling Words from lessons ; keep list of mis-spelled words for frequent reference ; written more than oral.
Writing. On spaced paper copies from blackboard ; a, d, A, N, M. T, F; copy book, pencil series B.
Drawing. Cards, second series.
Geography. Oral lessons, position, direction ; points of com- pass ; division of land and water ; projections of land and water ; climate ; productions; plans of school-room and yard.
Oral Lessons. Colors, primary and secondary ; qualities ; trades and occupations ; forms, circle, elipse, oval, quadrilater- als ; plants, growth from seed to fruit ; common birds and fowls, parts and habits observed and compared. Review and extend body lessons.
FOURTH YEAR.
Reading. Advanced Second Readers ; easy sight reading. Nature series, cats and dogs.
Arithmetic. Secure readiness in four simple rules-long division with two figures in divisor ; problems involving combi- nations of signs ; mental exercises involving weights and meas- ures ; rapid additions and combinations ; tables through 10 ; notation and numeration to 10,000; Roman notation to C .; simple oral concrete illustrations of fractions.
Language. Written exercises daily ; combine sentences mak- ing little compositions ; describe objects, actions, pictures ;
I32
REPORT OF SCHOOL COMMITTEE.
stories from pictures and from reading. Preserve some exer- cises ; letter writing ; simple punctuation.
Geography. Primary text-book, 61 pages; use globe and maps. Draw maps of Southbridge and of Massachusetts, ad- ding oral instruction in reference to Worcester County and Southbridge.
Spelling. Continue work of grade III, and selected words from Part I. First steps.
Writing. Spaced paper, g, z, j, y, q, H, K, P, B, R. S, L, p, f, r, s, G, I, J. Copy book C.
Drawing. Cards, second series.
Miscellaneous. Bones of the body ; color and form, review previous work ; plants, parts of plant, leaf, flower.
INTERMEDIATE.
FIFTH YEAR.
Reading. Third readers ; supplementary reading; Nature series, Part I and Feathers and Fur.
Arithmetic. Elementary to Page 78, with much practical work outside of book; drill in mental exercises, abstract and concrete ; addition of ledger columns ; notation and numeration to 1,000,000 ; Roman notation to D .; encourage original work in bills ; elementary work in fractions, mostly oral.
Language. Teach use of quotation marks, apostrophe, comma after yes and no; statements and compositions from observa- tion, reading and information lessons ; dictation ; letter writing.
Geography. Complete primary text book ; outline map of New England States.
Spelling. Part II. First steps, book in hands of pupils.
Drawing. Under direction of special teacher, Books I and 2, Revised Ed.
Penmanship. Primary course, Nos. 3 and 5. Special drill in O, C, E, Q, U, V, W, X, Y, Z, D.
Oral Lessons. Form ; color, shades ; bones of body, muscles.
I33
REPORT OF SCHOOL COMMITTEE.
SIXTH YEAR.
Reading. Advanced Third Readers ; supplementary reading. Nature, Part II.
Arithmetic. Elementary ; special drill in common and deci- mal fractions, simple examples ; daily exercises in practical mental examples.
Language. Review and extend previous work ; comma after address, apposition and in series ; preserve in exercise books simple reproductions, dictations, compositions. Letter writing.
Geography. Large text-book to Page 48; essential facts only ; North America, United States with map drawing.
Drawing. Books 3, 4 and 5, Revised Ed.
Penmanship. Primary course, Nos. 6 and 7.
Spelling. Practical Speller, Part I.
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