USA > Massachusetts > Plymouth County > West Bridgewater > Town annual reports of the selectmen, overseers of the poor, town clerk, and school committee of West Bridgewater for the year ending 1870-1879 > Part 12
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CLASSIFICATION. 1
Our schools are such that rigid classification is impos- sible ; the material of which they are made up forbids systematic organization. The children who would suffer from it being those who now have fewest opportunities for instruction. The classification, with the single excep- tion of the Centre School, is as good as can be reasonably expected. But in this respect the Centre shows no im- provement. In putting the Primary with the Grammar School there could be at the outset little concerted action ; and although the classes have been consolidated somewhat, yet in almost every instance it has been done at the expense of one or both the classes united. There still remains the work of two schools in one, and with no reasonable prospect of amendment. No teacher, however gifted, can give the children in this school an equal chance with others in the town, because no teacher can do double duty with satisfactory results. And to continue the school under one teacher, with its present organiza- tion, is manifestly unwise. The experiment, it must be remembered, was in a manner thrust on the Committee, and has justified in its results the doubts of all who had any clear understanding of the nature or the attempt.
The table given shows the yearly average of pupils in each school, with the average number of classes in daily recitation.
40
The number of classes is usually larger in the winter term ; but aside from this is not greatly variable through- out the year : -
YEARLY AVERAGE OF PUPILS FOR 1875.
DAILY RECITATIONS.
Centre School
51
20
Cochesett Primary
41
16
South Primary
38
9
East School
37
24
Cochesett Grammar
34
17
South Intermediate
30
20
North School
26
22
North Centre
19
18
Jerusalem
19
18
This table may give some idea of the comparative amount of work in each school, and yet figures in such a subject really show little without some practical knowl- edge of what they involve. With twenty recitations daily, let us see how much time the teacher can devote to each. Six hours make the school day : deducting thirty minutes for receses, fifteen minutes for opening exercises, five hours and a quarter are left ; and out of this time, at the least estimate, fifteen minutes must be taken in an- swering questions and calling classes, so that five hours of working time will remain, which gives just fifteen minutes for each recitation, and this, with allowing a slight margin for inevitable interruptions. Now in
41
schools where the classes requiring the most time happen to be small, the chances are not so bad as the figures would indicate. In many of our schools the more ad- vanced classes number only two or three pupils, and in some cases the primer class is equally small. But in a school like the Centre, with large classes throughout, the actual disadvantages are hardly indicated by the table. For instance, how much can be done for a primer class of nine scholars in fifteen minutes? Or for an arithmetic class of twelve scholars ? Teachers know who have tried ; and instead of how much, they find it always rang- ing on the side of how little. I call your attention to these points, because teachers are often subjected to un- just condemnation, from lack of consideration of the manifold claims on their time. In mixed schools, when classes have been reduced to the smallest number possi- ble, there yet remains a complexity of duties which only the most faithful endeavor, combined with natural tact and executive ability can successfully discharge.
The books now in text-use are Monroe's Readers and Spellers, Payson & Dunton's Writing Books, Guyot's Geographies, Greene's Grammars, Eaton's and Hagar's Arithmetics, Greenleaf's Algebra, Cutler's Physiology, and Higginson's and Barnes' Histories.
Whenever a class has required new books in History, I have, with two exceptions, introduced " Barnes' Brief History of United States ; " by competent judges now considered the best text-book of the kind published. In the Cochesett Grammar School, where a class of advanced
42
pupils was formed, Higginson's book was chosen as more complete in detail, and better suited to the especial needs of the class. The same book has been continued as the class increased in number. In the East School, where the teacher desired to give ont the lesson by topics from the board, the classes having no books, the same history was used. It would be advisable to introduce Higgin- son's History in all the schools as a " desk book " for reference, as it contains much valuable information out- side the immediate range of historical facts; and this is so attractively presented, that children find it easy to re- member and pleasant to acquire. These two books, Barnes' and Higginson's together, one as text-book and one as reference for collateral details, give a most satis- factory and thorough course of this study.
In Arithmetic no changes have been made beyond those indicated last year. Eaton's Primary is supersed- ing Hagar's Primary, which is in every point its superior. We hoped to remove Eaton's book during the year, but a few classes still remain. Hagar's Elementary has in a few instances been introduced in connection with Eaton's Intellectual, but does not take the place of that, as it gives too little mental work. This book, - the Ele- mentary, - is an admirable introduction to the Common School in its simple and concise examples in slate-work ; but to make the course what it should be, a good mental arithmetic is needed. Eaton's is not such. Its arrange- ment is bad, its design faulty, its examples not practical. The teachers have been requested to choose the more
43
desirable portions for use in the classes ; but that did not make a poor book good. Our classes in Arithmetic are suffering for a mental course which shall be at once thorough and practical. The limit of their knowledge needs extension beyond the course of the book; and this must come mainly through mental exercises. We want arithmetic classes which shall not only work satisfactorily under the eye of the teacher, but shall be able to make some creditable application of numbers outside the schoolroom.
WRITTEN EXERCISES.
The next subject to which your consideration is invited is that of the written review exercises, introduced in the schools three years ago. At the introduction of the tests, errors in spelling, use of capitals, and punctuation were corrected, but not deducted in marking the percent- age. At the opening of the present year the improve- ment in these points had been such that the percent- age was marked with deductions of one per cent. for every word misspelled, of one-half per cent. for every capi- tal letter wrongly used. And this has been done with no falling off in the general average, as will be seen by the tables. The pupils have no access to their books while writing the reviews, and from careful examination of the papers both before and after correction by the teachers,
44
I have every reason to believe these figures represent genuine work : -
AVERAGE PERCENTAGE OF TESTS, 1876.
Average number of Pupils taking tests.
SPRING.
FALL.
WINTER.
TOTAL.
Cochesett
20
.95 1/2
.92 12
.95 1/2
.941/2
East School .
14
.8614
.90 1/2
.931/2
.90
South School
16
.7912
.843/3
.85
.83
North School
4
.80
.91
.91
.87
Jerusalem
II
.781/2
.83
.87
.82 5-6
North Centre
00
.79
.84
.91
.8433
Centre School
21
.641/2
.70
.7512
.70
Total average of percentage of 1874 82
‹‹
66
“ 1875
83
"
66
" 1876
85
While in my personal judgment these writen reviews are a vital element in giving value to study and recitation, and while they have proved thus far beyond question to be a definite and positive help to that self-reliant thor- oughness which should be the aim of school discipline, it is but just to consider certain objections which have been urged against them. It has been suggested that these exercises injure the writing of the scholars,, because teachers urge them to rapid work. With careless super- vision this may be the case ; but our teachers have for the most part insisted upon legible writing, and have made
45
neatness in work an especial point, creating a feeling of pride in handsomely written exercises ; and under these conditions the writing of individuals has improved. The usual time and attention is given to the formation of let- ters in copy-book practice ; and for skill in execution, and painstaking effort the writing books throughout the town have never shown more creditable pages. But what is the object of teaching children to write? It certainly is not that by studied and laborious effort, they shall be able to write a Spencerian hand, however admirable that may be as a guide in the copy book. It is that they may acquire a felicity to write rapidly, neatly, legibly, - handsomely, if they have the gift, but legibility and rapidity are the desirable results. And what can better help in securing these than practice outside the pages of the writing book? The second objection to the written reviews is more serious than the first, because calculated to mislead teachers and parents by its apparent bearing on the direct want in all our schools of time to work in. And when one of the Committee expressed disapproval of these exercises because they took so much time which might be devoted to recitation, I felt the objection carry weight with all those who were disposed to consider that recitations met every need of the scholar, and that all time spent otherwise was time wasted. But in this also we must go back to the object of study, which is not to acquire the ability to repeat lessons from day to day, but to assimilate ideas, and train the mind to action indepen- dent of books,
46
In recition a scholar is always more or less sustained by the personal magnetism of the teacher. Teachers are fully conscious of this, and will readily accede the fact that the chances of a good recitation are double the chances of a good test under equal conditions. In a written exercise the pupil must work independently ; what is actually known is his only available basis, and the temptation to guess on paper is far less than when stand- ing in the clas ..
Another objection is urged that these exercises are of no use because teachers assist pupils in them so much. This might be said with equal force of every study in school. Faithful teachers no more give their scholars undue assistance in written than in oral recitations, and supposing a teacher is short-sighted enough or dishonest enough to tell her pupils just what answers to write, which is about the extent to which she can go, there still remains something which cannot be taken from them, - the practice in writing, in spelling, and punctuation. There will always exist chances of unfaithful and careless teachers so long as the necessity of their selecting from average humanity remains. Yet these exceptions will not undermine the general usefulness of schools, however they may limit it by individual shortcomings, neither will they destroy the advantages resulting from any branch of study or school exercise, though they may prove its tem- porary defeat.
A comparison of the standing of the school made from 1
47
the table of percentage, cannot be strictly just since the percentage is influenced by varying conditions of in- equality . But the schools that at present stand on the most solid footing are the East, the Cochesett Grammar and the South Intermediate. The two Primary schools are also in excellent condition, and have made marked improvement during the past year. The exercises in sentence making in the South Primary deserved especial notice, and the papers of the Winter term show great progress in use of language and facility of expression.
A feature in the Cochesett Primary, too much neglected in the majority of our schools, is the thorough and care- ful drill in consonant sounds, and spelling by sound.
This school with the South Intermediate ranks in this preparatory work, without which good enunciation is impossible, the precedence taken in rank by the five schools above mentioned is largely due to their continuance under the same teachers for longer periods than has been the fortune of other schools in the town. By this state- ment it is not to be inferred that the quality of the teach- er's work did not contribute to the result.
I append the following extracts from the reports of three teachers who have had the longest trial of the test exercises, and I would commend their testimony to the consideration of the Board of Committee for the coming year :-
Miss Dillingham of the Cochesett Grammar school who three years from the time of the first introduction of writ- ten reviews says :--
48
"In reviewing the work accomplished by the scholars I take pleasure in stating that there is no room for ques- tioning the practical results of these semi-monthly test exercises. By means of them the more important facts are deduced from the different lessons and fixed in the pupils mind. The interest which the scholars themselves take in these reviews increases from term to term, show- ing that they too can see and appreciate the value of the work, which advances them in habits of neatness and correctness, in facility of expressing ideas, spelling, etc."
Miss Dewyer of the South Intermediate School writes :--
"I regard tests as the results of the child's mental activity stated in writing. An oral examination is valua- ble, but it is a convenient cloak for inefficiency. From the tests I can judge more correctly of the ability of the pupils who write thein. My scholars have been benefitt ed. by written exercises in these points : in spelling, in use of capitals, in penmanship, and in having acquired the ability to make more concise statements."
Mrs. Harlow of the East School in her report gives the following :-
"I think the test exercises are a decided advantage to scholars, they are not only a great aid in enabling pupils to express well their thoughts in writing, but knowing, as they do that the principles and main points in their studies will be brought up again in written reviews, the
49
scholars are more thoroughly prepared, and carefully writing these reviews helps to fix them more firmly in mind. Their help in promoting correct spelling is in- valuable."
GENERAL REMARKS.
Among the changes which I would suggest in the method of conducting our schools, is the introduction of a code of Regulations which shall not only indicate the out- side management, but map out salient points in a course of instruction that shall be so far systematic as the nature of the schools will permit. Whatever the organization of the Committee such regulations are a necessity to steady progress. There must be a recognized aim and a united working to its fulfilment to produce satisfactory results. It is true that different Boards may not agree on minor points, but there is common ground enough to establish the foundation of a system that shall help the schools as well as those in immediate charge of them, to the outline of a definite and acknowledged purpose.
But slight additions have been made to the school ap- paratus during the past year. The retrenchment of the school appropriation made the strictest economy obliga- tory on the Committee, and the only purchase made was five United States maps for schools where these were absolutely needed. Other maps are wanted in the schools and new dictionaries. The Committee have a right to spend 25 per cent. of the State Fund
50
each year for such purposes, but the immediate necessity for teachers seemed to go before the want of these books and maps.
In closing, I wish most cordially to than's the teachers for their sympathetic and active co-operation in carrying out my suggestions, and would express my appreciation of the actuating principle of fidelity and earnestness which has characterized their work.
To my fellow laborers on the Board of the Committee I return recognition of the kindly and courteous spirit in which they seconded mnv efforts in behalf of the schools.
Respectfully Submitted, MARY W. THAYER,
West Bridgewater, February 1, 1877.
51
TABLE OF STATISTICS.
NAMES OF TEACHERS.
Length of school
in months.
Wages of teacher
Whole number of
pupils.
ance
Percentage of at- tendance.
Cochesett (Gramnur Department).
H. N. Dillingham, Spr ng,
21/2 $40 0
30
27 12
92
66
Fall,
2 12 $40 00
34
16 Winter,
3
$40 00
38
35
92
Cochesett, ( Primary Department.)
I. S. Wood, Spring,
2 1/2
$34 00
48
11
89
2 12
$34 00
45
31
25
80
F. A. Howard, Spring,
2 1/2 $40 00
49
45 12 9234
66
Fall, .
2 1/2
$40
53
44 1/2
83 12
Horace Packard, Winter,
3 $40 00
51
44
86
M. A. Dewyer, Spring,
21/2
*34 00
31
26 1/2
85
Fall,
2 1/2
$34 00
29
21
88
66 66 Winter, . South School, ( Primary Department.)
3 -34 00 30
26 1/2
8834
W. A. Holmes, Spring, .
2 12 $34 00
38
30 3234
86
66 Winter, East School.
3 $34 00
37
30
811/2
A. L. Harlow, Spring,.
2 12
$36 00
36
32
90
66
66
Fall,
2 1/2
$36 00
38
33
87
66
66 Winter, . North School.
3 $36 co
38
32 14
84
A. M. Clark, Spring.
212
$32 00
26
22 1/2 86 1/2
. E. Andrews, Fall, 66 6.
3
$32 00
25
20
87
A. J. Howe,
North Centre School.
L. W. Kingman, Spring,
2 12
$32 00
14
1334
97 88
E. F. Hicks, Fall,
2 1/2
₹$30 00
17 29
26
891/2
L. M. Toothaker, Winter, Jerusalem School.
H. S. Dunbar, Spring,.
2 12 $32 00
22
18
811/2
A. L. Marble, Fall, .
2 1/2
$34 00
21
1812 88
Winter,
3
$34 00
16
14 187 1/2
3
$34 00
66 Winter, Centre School.
South School.
2 12 $34 00
37
81
66 Fall, .
212 $32 00
28
24
85
Winter,
3
$34 00
15
-
per month.
Average attend-
94
Fail,
ANNUAL REPORTS
OF THE
TOWN OFFICERS
OF THE
TOWN OF WEST BRIDGEWATER,
FOR THE
YEAR ENDING JANUARY 31, 1878.
BROCKTON : GAZETTE STEAM PRINTING OFFICE. 1878.
ANNUAL REPORTS
OF THE
TOWN OFFICERS
OF THE
TOWN OF WEST BRIDGEWATER,
FOR THE
YEAR ENDING JANUARY 31, 1878.
BROCKTON : GAZETTE STEAM PRINTING OFFICE. 1878.
REPORT OF THE SELECTMEN, ASSESSORS,
AND
OVERSEERS OF THE POOR.
The following report, showing the receipts and expend- itures of the town for the year ending January 31, 1878, and the liabilities and assets of the town at said date, is respectfully submitted :-
VALUATION. As Assessed May 1, 1877. 4
Value of real estate, .
. $694,290 00
of personal estate, .
190,533 00
Total,
. $884,823 00
Number of polls,
446
of dwelling-houses taxed,
353
of acres of land 66
10,130
of cows
460
of horses
280
ASSESSMENTS.
State tax, .
.
$780 00
County tax,
1,029 48
Amount carried forward, .
.
$1,809 48
4
Amount brought forward, . $1,809 48
Town grant,
7,250 00
Overlayings,
233 98
Total,
$9,293 46
Rate of taxation, $9.50 on $1,000. Poll tax, $2.
TREASURER'S ACCOUNT.
A Summary Statement of Receipts.
Balance in treasury, February 1, 1877, $5,078 86
Amount received since, 11,832 88
Total,
$16,911 74
STATEMENT OF RECEIPTS.
Received from the county treasurer a divi-
dend from the dog tax of 1877, .
$224 74
From state treasurer, bank tax for 1877, 738 33
corporation tax 272 87
balance of corporation tax for
1876, . 6 30
for aid to soldiers and their fam- ilies, . 459 35
The town, county, and State tax bills for 1877, .
9,293 46
From Sandwich, for aid to the Wright family, 31 00
Boston, for aid to Freeman family, 3 50
S. A. Morse, for aid furnished, . 175 00
Amount carried forward, . $11,204 55
5
Amount brought forward, . $11,204 55
Dividend from the Mass. School Fund, 237 83
For a horse, 2 carts, and a harness, sold,
125 00 2 oxen, sold,
150 00
Six per cent. on 1876 taxes collected after October 15, 1877, .
115 50
$11,832 88
PAYMENTS.
The Treasurer has paid the following sums :-
State tax, $780 00
County tax, .
1,029 48
State aid to soldiers and their families,
425 50
Rent of town-hall,
75 00
Office-rent,
15 00
Note and interest to Soldiers' Monument Association, .
2,303 07
For land for a gravel-pit, . 27 13
gravel purchased by surveyors,
33 75
support of schools,
2,975 43
school findings and repairs,
227 40
repairs of roads and bridges by survey- ors,
2,060 79
repairing the road near Albert Cope- land's,
128 82
repairing a bridge by the selectmen, 6 52
gravel-screen, 6 00
damage from a defect in the highway, .
3 00
support of the poor out of almshouse, .
566 93
aid to the poor of other towns,
209 19
timber for guide-posts,
7 50
printing,
70 04
Amount carried forward, . $10,950 55
6
Amount brought forward, . · $10,950 55
For recording deeds,
2 27
service of sextons,
8 50
public lectures, .
100 00
oxen for the town farm,
125 00
COW 66 40 00
J. C. Leighton, salary at town farm, 354 16
grain bill for the 141 26 66
fertilizer
66
47 55
town officers and committees, 539 86
use of team, and car fare, . 15 78
stationery, postage, and express, . 10 98
in settlement of an action for alleged damage from defects in the highway, . 500 00
counsel in the above case, 125 00
witnesses “ " and a survey of
the premises, . 78 55
abatement of taxes, .
70 55
Six per cent. discount on tax bills for 1877, 557 60
$13,667 61
ASSETS.
Remaining in the treasury, February 1, 1878, $3,351 47
Due for State aid furnished, 452 00
$3,803 47
LIABILITIES OF THE TREASURY.
Remainder of the appropriation for schools, $2,742 74
66 66 for repairing roads, 554 98
66 for 66 school
property,
·
34 56
Total,
$3,332 28
7
TOWN OFFICERS.
-
Paid James Howard, selectman, assessor, overseer of the poor, &c., .
$147 00 Henry W. Leach, selectman, assessor, overseer of the poor, &c., . Henry Copeland, selectman, assessor, overseer of the poor, &c., .
66 25°
44 00
George M. Pratt, treasurer, ·
150 00
James Howard, town clerk,
35 27
Mary A. Thayer, superintendent schools,
of
90 34
Wm. H. Jennings, school committee, . 3 50
Auditing committee, . 3 50
$539 86
SCHOOLS.
The town raised for the support of schools, . $2,500 00 Balance in the treasury, February 1, 1877, 2,732 81
A dividend from Mass. School Fund, 237 83
from the dog tax of 1876, 252 53
Total,
. $5,723 17
Drawn from the treasury for the support of schools during the year ending January 31, 1878, ·
2,980 43
Leaving a balance in the treasury of . $2,742 74
8
For repairs of school property and incidentals-
The town raised the sum of . $200 00 A balance in the treasury, February 1, 1877, . 61 98
Total, $261 98
Drawn during the year for that purpose, 227 42
Leaving a balance in the treasury of . $34 56
HIGHWAYS.
The town raised the sum of $2,000 for repairing the roads ; which, with the unexpended balances of last year, was divided among the several highway districts as follows : -
DISTRICT No. 1.
Molbry A. Ripley, Surveyor.
Unexpended balance, ·
$37 50
Appropriation for 1877,
400 00
Total,
$437 50
Amount drawn from the treasury, .
323 23
Leaving a balance of .
$114 27
9
DISTRICT NO. 2.
Ebenezer Taylor, Surveyor.
Unexpended balance, .
$128 44
Appropriation for 1877,
250 00
Total,
$378 44
Amount drawn from the treasury, .
288 15
Leaving a balance of .
$90 29
DISTRICT No. 3.
Charles C. Thayer, Surveyor.
Appropriation for 1877,
$325 00
Overdrawn by surveyor of 1876, .
·
5 65
Total,
$319 35
Amount drawn for 1877,
264 23
Leaving a balance of .
$55 12
DISTRICT No. 4.
Pardon Copeland, Surveyor.
Unexpended balance,
$131 63
Appropriation for 1877,
400 00
Total, . $531 63
Amount drawn from the treasury, .
371 23
Leaving a balance of .
$160 40
·
2
10
DISTRICT NO. 5.
Eli Wheeler, Surveyor.
Unexpended balance, .
$96 05
Appropriation for 1877,
200 00
Added a special appropriation for St. George's Street, . .
100 00
Total,
$396 05
Amount drawn from the treasury, .
379 84
Leaving a balance of .
$16 21
DISTRICT No. 6.
Albert L. Alger, Surveyor.
Unexpended balance, .
$136 85
Appropriation for 1877,
225 00
Total,
.
$361 85
Amount drawn from the treasury, . . 282 56
Leaving a balance of . .
$79 29
DISTRICT No. 7.
Josiah Q. Hartwell, Surveyor.
Unexpended balance, .
': $51 67
Appropriation for 1877,
200 00
Total,
$251 67
Amount drawn from the treasury, .
' .189 85
Leaving a balance of . ·
$61 82
11
The town raised the sum of $750 for repairing the road extending westerly from Albert Copeland's, remodelling the bridge over Matfield River, and other specialties. Said road near Albert Copeland's has been repaired at a cost of $128.82. One hundred dollars of said sum was put into the hands of the surveyor in District No. 5 for a special repairing, and $6.52 was used in repairing the bridge over Town River, towards Scotland. The bridge over Matfield River has not been rebuilt.
The Selectmen obtained proposals for furnishing cover- ing stones suitable for that bridge, and estimates for other stonework for the same, which would make the cost of widening and repairing it more than a new bridge ought to cost. And as the bridge appeared to be in a condition as safe as it has been for several years, it was not con- sidered expedient to lay out so much money upon it, and have but an old bridge when done. It was therefore de- ferred, hoping that some better plan will be suggested.
In the action brought against the town by H. P. Cas- well, to recover damage for an injury which he alleges that he sustained in consequence of a defect in a road in this town, the case was prepared for trial. But before the trial came on a proposition was made by the com- plainant's counsel to compromise his claim for the sum of $500. As the sum is small in comparison with damages which might be obtained by a verdict, provided the alleged cause and defect could be maintained, and as the testimony which we were enabled to obtain was indefinite and con- flicting, in consequence of the great length of time which has elapsed since the alleged defect and injury took place, by the advice of counsel, we accepted the proposition, and settled the claim.
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