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 1901-1905 > Part 16
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25
19.77
18.4
93.
Cochesett Primary
48
42.2
40.
94.9
Matfield
34
30.65
28.7
93.6
Jerusalem
25
17.7
16.1
91.
North
22
20.96
18.95
90.4
South
27
20.6
18.3
88.8
East
29
26.06
23-02
87.84
During the past year there has been a marked in- crease in our school population, the present report showing a gain of nearly ten per cent. in average membership over that reported one year ago. This gain was distributed among the three schools at the Centre, the two at Coche- sett, and the East school, all the other schools having suf- fered a small loss in membership. The percentage of attendance is the same as that reported last year, and on the whole is fairly satisfactory, if one takes into considera- tion the extremely cold weather of last winter and the amount of sickness that prevailed among our pupils a por- tion of the year.
67
There are at present three factors that determine to a considerable extent the degree of regularity with which pupils attend school. These are the attitude of the parent towards education, the interest the child has in his work, and, in a measure, the age of the pupil.
I am glad to report that in the large majority of cases the hearty co-operation of the parents in securing regular attendance can be relied upon ; there are still a few, how- ever, who through lack of appreciation of the work the schools are trying to do fail to exert a direct and positive influence in this direction. It is true that in many fami- lies occasions arise when the help of the child at home seems to be indispensable, yet such occasions should be rare and not regular occurrences. A little self-denial, or sacrifice of personal pleasure, or even more careful plan- ning of work would in some cases secure for the child more regular attendance. It is also true that at times consideration for the health of the child demands that he be kept at home. But I question if we are not inclined occasionally to be over careful in this respect.
A second factor to be considered is the child's inter- est in his school work. This interest should be the out- come not of a gratified desire to be entertained, but of a genuine desire and thirst for knowledge, aroused in the child by the personal influence of his teacher. It implies a mutual relationship between teacher and pupil, the latter of whom has a right to expect benefits and progress com- mensurate with the efforts he himself makes. On the other hand, the teacher has an equal right to expect from the pupil seriousness of purpose and a willingness to per- form to the extent of his ability each day's work as it is assigned him. Under such conditions good attendance will be secured without resort to artificial measures.
In the third place, the percentage of attendance is lowered materially by children of the first grade, some of whom, even though they satisfy our age requirements, are
68
too immature physically as well as mentally to endure the strain of regular attendance. Repetition of the first year's work is frequently necessary in such cases, a repetition that results in loss of interest and makes progress through the grades slow and difficult. Far better is it to keep such children at home until they can enter upon the work with vigor and understanding.
At this point it is fitting to call attention to recent legislation relative to school attendance. Hitherto the age and schooling certificate could be granted to all pupils who had reached the age of fourteen. Under the new law of 1905, children between the ages of fourteen and sixteen, unless able to read and to write simple sentences in the English language, must attend some day school the same as children between seven and fourteen. Furthermore, the law must be interpreted strictly, and no certificate can be issued until the applicant can satisfy fully the require- ments of the statute.
TEACHERS AND SCHOOLS.
Again it is a pleasure to report that the work of our schools has suffered comparatively little interruption from changes in our teaching force. Early in the spring Miss Lena G. Reed, Principal of the Center Primary School, resigned to accept a better position in the Brockton schools, and was succeeded by Miss Ella L. Dickerman a teacher of successful experience. About the same time Miss Howard, who had been employed on part time to assist in the Primary School, resigned to resume her studies. She was succeeded by Miss Mildred S. Packard, a graduate of the Bridgewater Normal School and a teacher of some experience. Miss Packard has divided her time between the Primary and Intermediate Schools, giving one half of each session to each school, thus
69
furnishing the relief called for in my last report. The wisdom of employing this extra teacher at the Center can be readily seen by comparing the work done in these schools today with that of one year ago.
At the end of the spring term Miss Beckwith of the Cochesett Primary School resigned to accept a position elsewhere. The vacancy thus occasioned was filled by the election of Miss Ethel F. Whitney, a graduate of the Bridgewater Normal School. For more than a year the Primary School had been increasing in membership until nearly fifty pupils were enrolled. During the fall term it became evident that relief of some kind must be furnished, if the standard of the school were to be maintained. Several plans were considered, but rejected as impracti- cable. It was finally decided to transfer the fifth grade to the upper room, where they could have careful training under a teacher of wide experience, and to send the ninth grade to the Center. This plan seemed to be compara- tively free from objection and was carried into effect with but little interruption of work.
During the past year we have attempted to give our pupils greater facility in applying the lessons learned in school to the practical problems of life. In arithmetic we have insisted upon greater accuracy and readiness in handling the four fundamental processes of addition, sub- traction, multiplication and division. The work in
language has improved, and it is a pleasure to note com- mendable progress in composition writing in some of the higher grades. The course in history has been modified so that the subject is completed at the end of the eighth grade. Two new text-books have been introduced, one for the seventh grade the other for the eighth, each to be completed during the year for which it is assigned. By this plan pupils who are compelled to leave school at the end of the seventh grade, will have studied the entire field of American history, while pupils completing the eighth.
70
grade will have the additional opportunity of reviewing the subject from another book and by a wholly different method of treatment.
Though history as a separate subject has been dropped from the ninth grade, it is still studied in correla- tion with geography, which in this grade is treated much more comprehensively than in the earlier grades, and with special reference to its social and commercial features.
INDIVIDUAL INSTRUCTION.
Much has been said and written in recent years in re- gard to modern systems of education, and no small amount of criticism has centered about class instruction. The grouping of large numbers of pupils into grades, with an- nual promotions, is an essential feature of any well organ- ized school system and can be justified on the ground of economy of time and teaching energy. New topics can be presented and taught to a class as well as to an individual ; furthermore, the class unit affords an opportunity for test- ing progress and for training pupils in oral expression.
With all its advantages the system still has one seri- ous defect, shown in the tendency to subordinate the individual and his needs to the welfare of the class as a whole; in which respect the bright pupils as well as the dull and unfortunate are made to suffer alike. This defect has long been recognized, and our best teachers have done much to correct it ; but in the large mass of pupils there has always been a considerable number who could not be reached. In their attempt to aid such pupils teachers have at times lost sight of the legitimate use to which the reci- tation period may be put ; and time and patience are wasted in vain endeavors to elucidate for the individual what is already clear to the rest of the class. Again, help given to the pupil before or after school, if given at his
own request, will undoubtedly be productive of good re- sults ; but when such assistance is forced upon an unwilling recipient the outcome is far from satisfactory.
Among the latest methods devised to solve this prob- lem is the Batavia system of individual instruction, origin- ated by Superintendent Kennedy of Batavia, N. Y. This system, modified at times to meet local conditions, is being introduced by superintendents with a considerable degree of success. The Batavia method presupposes conditions different from those that obtain in our own schools, yet has suggested a plan which we are endeavoring to adjust to our peculiar needs. Teachers have been requested to eliminate from their recitation periods the undesirable ele- ments mentioned above, saving in this and other ways time for giving special help to those who need it most. While the class is busy with work at their seats, the teacher passing quietly from pupil to pupil, or calling indi- viduals to her desk, gives just the needed help under favor- able conditions, since the pupil's attention is no longer diverted by the gaze of the waiting class. It is hoped that as teachers become more familiar with the details of the plan better results will reward their efforts, and we shall have each year a relatively larger number of promotions from grade to grade.
READING AND LITERATURE.
In my report of two years ago some space was given to the subject of reading. At this time I wish to call atten- tion to that report and to emphasize the recommendations made therein.
Modern methods of instruction have done much to make the child's progress in reading rapid and compara- tively easy ; he learns to read, and to read understandingly, at a much earlier age than formerly, thus acquiring the
72
key which will unlock for him the treasures of literature. There is a danger, however, in our desire to secure rapid progress, that we place before him material too difficult in form or content or possibly in both. This danger is es- pecially present if the teacher be confined to a
very limited number of readers. Inasmuch as classes of the same grade differ widely in ability to grasp thought, it follows that a book easy enough for one may be too difficult for another. Further- more, as soon as a class has reached a point in a given reader where reading is no longer a pleasure, or at least cannot be done with profit, the old book should be dis- carded temporarily, and another substituted for it. It is generally conceded, I believe, that the best results are to be obtained from reading a large amount of relatively easy material, containing enough new words to insure a steady growth in the child's vocabulary. I would therefore recommend that it be our policy to provide a larger amount of easy reading material for the schools than has been pro- vided in the past. Such a plan involves a larger initial expense but is in the end a source of economy.
Having taught the child how to read, the school should teach him what to read. Teachers can do much, more perhaps than they are doing, in this respect ; but their efforts must be supplemented by a wise co-operation on the part of parents who should know what their chil- dren are reading. It is a matter for concern that there should exist today so large a. demand for the purely ephemeral in literature instead of for the masterpieces of our language. Some of the books that fall into the hands of young and old are positively bad and direct in their in- fluence upon the reader, while others work their injury more insidiously, and are in consequence more dangerous in character. Such books requiring but little if any effort to be understood, gradually sap the mental vigor of the reader, depriving him of all desire for the best that the lit-
73
eratures of the world afford. On the other hand, some of the correspondence schools of the country are doing a grand work in offering lines of study and reading to young men and women unable to bear the expense of col- lege or professional school. A few hours each week spent in profitable reading and study under the guidance of these schools will oftentimes enable one to rise above the station into which he was born, and to make his name known and honored among men.
HOWARD HIGH SCHOOL.
In my report of last year I stated that only sixty per cent. of the graduates of our grammar schools entered the local high school, a fact that would seem to indicate a lack of appreciation of the work the school is doing, or a failure to estimate at its real value the importance of a high school education, considered either as an end in itself or as a preparation for more advanced study.
With our efficient corps of teachers we are in a posi- tion to furnish an excellent general preparation for the ordinary duties of life, or to prepare boys and girls for normal schools and colleges. There is an increasing demand for skilled men and women in nearly all callings and professions, and the opportunities for professional and technical training were never better than they are today. Some of the professions may seem to be overcrowded, but there is always room at the top for the person of excep- tional ability and training. In the profession of teaching alone, the demand for skilled and efficient workers is greater than the supply. Professions once closed to woman are open to her today, architecture and applied chemistry affording fields in which her skill may find a ready market. On the other hand, the textile schools already established in our Commonwealth afford to young
74
men an excellent alternative to the college or professional school.
There is a growing tendency to introduce into high schools courses of study that will prepare pupils for a busi- ness career. In this respect our own school is weak, but in the strong courses in English, modern languages, and history, we have a nucleus around which might be grouped certain commercial branches. Such a plan is perfectly feasible, I believe, and would result in attracting some of our young people who at present seek these studies else- where, or drop out of school altogether. I would therefore recommend to the Board of Trustees the careful considera- tion of this matter, with a view to establishing a commer- cial course for our high school in the near future.
While the membership of the school has remained practically the same as that reported last year, there has been a steady improvement in the standard of scholarship. The graduating exercises of the class of 1905, held on Fri day evening, June ninth, were very interesting and reflected great credit upon teachers and class alike. The program will be found in an appendix to this report.
REPORT OF THE SUPERVISOR OF MUSIC.
To the Superintendent of Schools in the Town of West Bridgewater:
In my fifth annual report of the public school music in West Bridgewater several important points are to be noted, chief of which is the benefit derived from the continuance in the schools of teachers who,already familiar with the methods in use and with the needs and possibili- ties of pupils under their charge, could take up the work without loss of time.
A great advance in the quality of work is especially noticeable in the primary grades.
75
Rearrangement of grades in the Cochesett school has resulted in placing the fifth grade under the skilful train- ing of the principal, Miss Morrow, and during the few weeks since this change was inaugurated, a well balanced and effective chorus has resulted.
Special mention should be made of the excellent work of the teacher and her assistant at the Centre Sub-gram- mar school, where many grades and crowded classes make the required individual work difficult.
The work in music shown at the grammar school graduation in June, 1905, was excellent proof of superior training-not alone in the highest, but also in the impor- tant middle and lower grades.
This year we have in the high school new music books which have helped us greatly in sight reading and in artistic song interpretation. I wish that each year might see a larger entering class in the Howard High School, as I believe the conditions there to be unusually favorable.
Each year new books are introduced into the schools for economizing time and improving the methods of teach- ing reading, spelling or arithmetic, and I feel that there is need of the sameexpenditure for improvement in music.
Our old books have done good service, but the standards which are being set in music, by Colleges and Universities, require the teaching of subjects, not touched upon in the old books.
The schools of West Bridgewater are well to the front in this department and can easily keep there if we can have up-to-date material for work.
I wish to thank the School Committee as well as the Superintendent for the assistance and interest which have made possible our success.
Respectfully submitted,
MILDRED S. JONES,
Director of Music.
76
REPORT OF SUPERVISOR OF DRAWING.
Mr. E. H. Grout, Superintendent of Schools of West Bridgewater, Mass.
In reviewing the work in drawing for the last year, I feel that anyone who saw the exhibitions of work in the two Grammar schools last June, need not be told that it is well taught and that there is steady improvement from year to year. The nature drawing shown compared favorably with any I saw in the exhibitions of larger places which I attended. Both of these schools have done more work than was required, as the children were interested to work out of school hours on printing mottoes and carving designs on boxes and paper cutters.
A change in the arrangement of the grades at Coche- sett has been very beneficial to the work in drawing. Although the Grammar work there may not appear so advanced this June as it has before, the ninth grade having been sent to the Centre, yet the change of placing the fifth grade in the Grammar room has been of great advan- tage to all of the first five grades.
In some of the Intermediate classes I have noticed with pleasure the generally even results of the work, which show conclusively that the subject has been well presented by the teacher. In such large schools as the Center Intermediate and Matfield, it might be easy to select a few good drawings for exhibition, but here we find whole sets of worthy papers representing a large proportion of the class. One of the interesting exercises given for these grades was the furnishing of a room. The pupils con- structed the furniture from stiff paper, and designed rugs, wall-paper, borders and other articles to put into it. The best results were then chosen to set up a miniature room.
In the Primary grades we look for results, not so much in the work as in the method and the spirit of the children. In one of Mr. Walter Sargent's recent reports
77
he writes: "During the first year or two of school life, the acquisition which is of the greatest advantage to the next stage of the work is the facility which a child gains from much drawing in his own way, with little criticism or direction by the teacher. He needs continual use of this primitive picture language in describing things connected with home, out-of-doors and school life. In securing this fearless facility in drawing, which is the absolute requisite of primary attainment, correctness of form at the begin- ning is of secondary importance to the movement of the story."
I have attended two very helpful conventions held by Mr. Sargent this year and it was interesting to note that the tendency among art educators at present is to cull from the vast amount of subjects which may be taught under the head of art instruction, those of real importance, and to discover how they can be taught in the most effi- cient manner. Not quantity but quality of work was the note of the meetings.
In closing this report, I must again mention the com- fort and pleasure that I feel in working with teachers, superintendent and school board who are united in their whole-hearted desire for the welfare of the schools.
Respectfully submitted,
LILLIAN NEWMAN, Supervisor of Drawing.
CONCLUSION.
In concluding this report I desire to urge upon parents the importance of familiarizing themselves with the work of their children, and to extend to all a cordial invitation to inspect the regular work of the schools.
78
The thanks of teachers and superintendent are due to the members of the school committee for helpful co-opera- tion and support, and to all who have in any way shown an interest in the schools.
Respectfully submitted, EDGAR HOMER GROUT, Superintendent of Schools.
West Bridgewater, Mass., Jan. 24, 1906.
LIST OF TEACHERS FOR THE CALENDAR YEAR, 1905.
SCHOOLS
TEACHERS
When First Appointed
WHERE EDUCATED
Center Grammar
Rose L. MacDonald
1890
Bridgewater Normal School
Grace L. Downing
1902
Fitchburg Normal School
Center Sub-Grammar
Mildred S. Packard, assistant
1905
Bridgewater Normal School
*Lena G. Reed
1900
Quincy Training School
Ella L. Dickerman
1905
Quincy Training School
Center Primary
*Flora Howard, assistant.
1904
Bridgewater Normal School
Cochesett Grammrr
*Fanny L. Beckwith
1903
Salem Normal School
Cochesett Primary
Ethel F. Whitney
1905
Bridgewater Normal School
Matfield
Mary A. Dewyer
1874
Bridgewater Normal School
East
Edith A. Lavalette
1902
Salem Normal School
South
Annie E. Hennessy
1903
Middleboro Training School
North
Bessie C. Fuller
1903
Hyannis Normal School
Jerusalem
Edith M. Randall
1901
Quincy Training School
Music
Mildred S. Jones
I901
N. E. Conservatory of Music
Drawing
Lillian Newman
Mass. Normal Art School
*Not in service at the end of the year.
79
Howard High School
[ Mildred S. Packard, assistant
1905
Castine, Maine Normal School
Emma A. Morrow
1892
80
HOWARD HIGH SCHOOL.
GRADUATING EXERCISES OF THE CLASS OF 1905. Friday Evening, June ninth, at eight o'clock. CLASS MOTTO-Discimus non Scholae Sed Vitae.
" Oh, Italia, Italia, Beloved " Italian chorus (From Lucrezia), Donizetti The School.
Prayer- Rev. Frederick R. Griffin.
Salutatory and Essay-" The Twentieth Century Girl," Hilma Alice Fowler.
Essay and Demonstration-" Wireless Telegraphy," Henry Morse Howard.
Piano Solo-" Iris," Impromptu Mazurka, G. de Cairos Rego Alice Elizabeth Pittsley.
Recitation-" A Brave Girl," Will Carleton Sarah Luella Kinney.
Chorus-" If it were June," Leonard B. Marshall The School.
Class History- Wallace Kingman Howard.
Valedictory Essay-" A Young Man's Opportunity," Wilbur Garland Foye.
Presentation of Diplomas-
Hon. Isaac N. Nutter.
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Chorus-" Away to the Fields," G. F. Wilson The School.
Benediction-
Rev. Wesley L. Smith.
GRADUATES.
Hilma Alice Fowler,
Wilbur Garland Foye,
Henry Morse Howard,
Wallace Kingman Howard,
Sarah Luella Kinney,
Alice Elizabeth Pittsley
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