USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1878-1879 > Part 3
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C. A. Weston, for labor . 18 40
C. A. Weston, for labor of team
10 50
Eastman Austin, for labor 8 10
J. A. Blunt, for labor 75
J. M. Eames, for labor
75
246 73
Unexpended
53 27
Appropriation $300 00
There are about twelve rods of wall to be laid to finish the work on the above-mentioned street.
46
BUILDING ASH STREET.
Paid O. A. Swain, for labor $25 50
Bradley Bancroft, for labor 17 70
Albert Janes, for labor 25 05
Emerson Smith, for labor 32 oz
John Mellen, for labor 25 80
Daniel Sullivan, for labor 21 45
C. A. Weston, for labor 37 40
C. A. Weston, for labor of team 34 65
P. H. Jaquith, for labor of man and team ... 13 05
R. A. Harmon, for labor of self and team . . 42 90
Patrick Barrett, for labor 31 02
Timothy Riordan, for labor
28 95
George Beasley, for labor of self and team. .
22 19
James Sullivan, for labor
4 65
Timothy Canty, for labor of man and team. .
3 00
A. S. Perkins, for gravel
7 50
R. C. Totten, for labor
4 30
A. S. Stevens, for labor of self and team. 27 30
Michael Kelley, for labor 19 95
F. J. Bancroft, for labor of man and team . .
8 70
J. A. Bancroft, for labor 4 00
Hugh Dulin, for labor I 50
R. D. Wilkins, for bound stone 4 30
$442 88
Unexpended
57 12
Appropriation $500 00
BUILDING WINTER STREET.
H. S. LaClair, for labor $10 00
H. S. LaClair, for labor of team 7 50
T. F. Gould, for labor I 90
O. N. Jones, for labor 7 50
Henry Gorus, for labor
7 50
Warren Heyward, for labor 4 50
R. D. Wilkins, for bound stone. I 12
Amount carried forward. -
$40 02
17
Amount brought forward $40 02
Paid George H. Flint, for labor. .
2 25
William L. Jones, for labor of self and team. 1 10
J. A. Blunt, for labor
56
J. A. Bancroft, for labor
40
Timothy Riordan, for labor
30
Noble Bunker, for labor 2 25
Charles Kelley, for gravel 40
Hugh Dulin, for labor 30
$47 58
Unexpended
2 42
Appropriation
$50 00
BUILDING MIDDLESEX AVENUE.
R. D. Wilkins, for labor $14 30
R. D. Wilkins, for bound stone 1 40
C. H. Lang, for labor 15
Timothy Riordan, for labor 45
D. P. Babb, for labor 2 00
Hugh Dulin, for labor 45
J. A. Bancroft, for labor
3 60
J. A. Blunt, for labor
I 02
A. B. Day, for labor 24 75
T. F. Gould, for labor 3 59
W. J. Bessey, for labor 18 60
O. N. Jones, for labor 24 90
Bellows S. Mason, for material I 44
Timothy Canty, for labor of man and team. . 36 30
Henry W. Kummer, for labor I 50
H. S. LaClair, for labor 31 60
H. S. LaClair, for labor of team 24 90
R. B. Jackson, for labor 23 40
M. A. Stone, for powder. 75
R. M. Boyce, for labor of self and team IO 27
225 28
Amount carried forward.
$225 28
48
Amount brought forward $225 28
CR.
By stone carried to Main street culvert $10 00
cash received of R. B. Jackson, for loam 1 00
N. P. Pratt, for loam 5 00
R. M. Boyce, for loam 1 00
heirs of C. B. Holden, for loam 12 25
H. S. LaClair, for loam. 50
Amos Temple, for loam 25
$30 00
$195 28
Unexpended
4 72
Appropriation
$200 00
MAIN STREET CULVERT.
Paid R. D. Wilkins, for labor and materials. 145 00
John Doucette, for labor I 50
John Mellen, for labor. 3 45
George Beasley, for labor of self and team. . 6 00
Emerson Smith, for labor
3 50
C. A. Weston, for labor
6 80
C. A. Weston, for labor of team
3 60
O. A. Swain, for labor
3 30
Timothy Riordan, for labor
I 50
P. H. Jaquith, for labor 45
Jeremiah Shannon, for labor I 80
A. S. Perkins, for gravel
3 33
M. W. Eaton, for labor.
I 80
Patrick Barrett, for labor
I 65
R. A Harmon, for labor of self and team. . . 3 60
for stone from Middlesex avenue 10 00
197 30
Unexpended
202 70
Appropriation. $400 00
49
MAIN STREET SIDEWALK.
Paid George Beasley, for labor of team $17 25
C. H. Moulton, for covering stone. 30 00
H. W. Kummer, for labor I 50
John Mellen, for labor
21 15
O. A. Swain, for labor 21 15
Francis Clark, for labor 5 25
C. A. Weston, for labor 27 20
C. A. Weston, for labor of team 15 75
Emerson Smith, for labor 23 80
Patrick Barrett, for labor 19 65
E. M. Remick, for labor
8 75
A. S. Stevens, for labor
8 75
R. M. Boyce, for labor of self, man and team
2 20
P. H. Jaquith, for labor of man and team ... 36 30 P. H. Jaquith, for stone . 1 00
Timothy Riordan, for labor
17 40
James Sullivan, for labor
16 50
Albert Janes, for labor I5
F. J. Bancroft, for labor of man and team 12 30
A. S. Perkins, stone and gravel 10 00
R. C. Totten, for labor. 3 3I
Unexpended
$299 36 64
Appropriation
$300 00
JAMES A. BANCROFT, Road CHARLES A. WESTON, Commissioners HENRY S. LACLAIR, of Reading.
Reading, March 1, 1879.
1
ANNUAL REPORT
OF THE
SCHOOL OMMITTEE
OF THE
TOWN OF READING
For the Year 1877-78.
REPORT.
The School Committee for the year ending March, 1879, respect- fully submit the accompanying report :
Mr. Walter S. Parker, the former chairman of the board, and who had been a member for several years, resigned early in the year. Mr. Parker was an earnest friend of education and one of the most use- ful and valued members of the committee. The vacancy in mem- bership was filled by the election of Mr. Henry G. Kittredge. Since then the organization of the board has been as follows :
Horace G. Wadlin, Chairman.
Charles F. Brown, Secretary.
SUB-COMMITTEES.
HIGH SCHOOL-Messrs. Wadlin and Kittredge.
FIRST GRAMMAR-Mr. Kittredge.
SECOND GRAMMAR-Mr. Wadlin.
THIRD GRAMMAR-Mr. Davis.
UPPER MEDIUM-Mr. Wightman.
LOWER MEDIUM-Mr. Brown.
UPPER PRIMARY, Union Street-Mr. Wadlin.
LOWER PRIMARY, Union Street-The entire committee.
WALNUT STREET SCHOOL-Mr. Brown.
WOBURN STREET SCHOOL-Mr. Durgin.
LOWELL STREET SCHOOL-Mr. Davis.
MAIN STREET SCHOOL-Mr. Wightman.
HAVERHILL STREET SCHOOL-Mr. Kittredge.
It is the duty of the sub-committees to have general oversight of the schools in their charge, and to render the teacher such advice and
(3)
4
assistance as she may require. The responsibility for the schools to which they are assigned falls primarily upon them, and complaints or suggestions concerning their administration should be made to the committee through then.
There are in the town fourteen schools, classified as follows : One High School, four Grammar, two Intermediate, three Primary, and four ungraded or mixed schools. None of these schools stand alone. Each one forms part of a system that, beginning with the primary, ends with the high school. In what we have to say, therefore, we shall speak of them as a whole, except in certain points, where, for obvious reasons, particular remarks are required. Taken together they are in good condition, provided with competent teachers, and we believe them to be constantly improving in excellence. Though we have not entirely escaped the difficulties which sometimes arise, they have been local and temporary, and do not affect the general progress. During the last four years a course of study has been adopted, proper examinations introduced as tests of progress, and the entire work of the schools systematized. The course has been modified as experience seemed to require, and will continue to re- ceive the attention of the committee. Much has been done, also, to- wards the introduction of improved text-books. Considerable prog- ress has been made in methods of teaching, and in various ways the condition of the schools improved. The attendance is good, and in this respect Reading ranks eleventh in a list of 342 towns in the State. Very few cases of truancy occur, and the services of a truant officer are never required. Deportment is excellent ; it rarely be- comes necessary to administer corporal punishment or to suspend a pupil. The majority seem interested in their work and disposed to assist the teacher in the maintenance of good order. A growing interest in the schools is manifested by the constantly increasing number of visitors, especially in the centre of the town, and on the part of the pupils is sometimes shown by their desire to render the room attractive by pictures, and by pots of flowers contributed and cared for by members of the school.
The committee have considered a plan for the improvement of the Woburn street Grammar and Walnut street Mixed schools, and hope to report progress toward better grading therein. The latter suffers extremely from its ungraded condition, and should be divided, if possi- ble, and placed under separate teachers. The former has suffered from causes which it is not necessary to detail here. They are well
5
understood and regretted by the committee, and it is believed will be overcome in the future.
Miss Maria J. Bancroft succeeded Miss Loring as teacher of this school at the beginning of the fall term, but resigned on account of ill-health at the close of the fifth week of the winter term. Mrs. F. B. Haines was selected to fill the vacancy.
No other change has been made in the corps of teachers, except the election of Miss Mary L. Stinchfield, assistant in the High School, in place of Miss Kate L. Tower, who resigned to accept another situa- tion at the close of the spring term .* It is worthy of note that the teacher of the Union street Upper Primary, Mrs. Goodridge, closes with the winter term her twentieth year of service in Reading. This entire period has been spent in the primary department, some of our other teachers having received their early instruction from her. She is especially adapted to this grade, and never fails to secure the affec- tion of her pupils.
Mr. Ulmer H. Manning has continued instructor in music, although the amount to be expended in this department was reduced during the last two terms of the year, and the time devoted to practice short- cned. Mr. Manning has met with good success in his efforts, and de- serves the commendation of the committee. The exercises in music at the annual exhibitions were highly enjoyed by those present, and reflected credit upon the instructor.
The course of study at the
HIGH SCHOOL
has been revised during the year and arranged to cover three years' instruction. It completes the course pursued in the lower schools and gives special prominence to the English branches. Arithmetic and its practical application to the affairs of commerce, English grammar applied in composition, and commercial and physical geog- raphy are now included in the course. Book-keeping will receive more attention, and concise reviews of the common branches will be required during the last term of the third year. The committee have thus arranged the work of the High School, so as to make it positively advantageous, in a practical sense, for every pupil in town to avail
* Since the above was written Miss Howes of the Lower Medium has resigned, the vacancy being filled by the transfer of Miss Lindsay, leaving a vacancy at the Walnut street School.
6
himself of its benefits. The school was never in better condition then it is in to day, and was never more worthy of support. Twenty- five pupils graduated in June last, the exercises being attended by a crowded audience.
As the expediency of providing for the higher education of chil- dren by taxation is sometimes questioned and the high schools adverse- ly criticised, it may be well to see how our policy in this respect is regarded abroad. The report of the French Educational Commis- sion at the Centennial Exposition, on public instruction in the United States, just issued, contains these words : "So far as social equality can possibly be reached on this earth it is attained by the American high schools. In other countries it is to be feared that the children of different classes, though brought together for a while in the public schools, must soon find themselves separated by the whole distance between their respective families. In the United States every effort is made to delav and diminish this separation, to carry as far as possi- ble, and as high as possible, that common instruction which effaces the dis- tinction of rich and poor. If it be true that the prosperity of a repub- lic is in the direct ratio of the replenishment of its middle classes, of the abundance and facility in the indefinite recruiting of these classes, then the high school of the United States, whatever it may cost, is the best investment of national capital that can possibly be made."
THE SCHOOL BUILDINGS
are in good repair, and, with perhaps one exception, are of sufficient capacity for the accommodation of the pupils. The exception relates to the room occupied by the Union street Lower Primary. This room is frequently overcrowded-especially in the summer-and it is proper to refer to its condition more particularly. It has no entry conveniences worthy the name, is small, and poorly ventilated. No consideration save that of economy would justify its continued use. The evils might be remedied by alterations in the Medium building without excessive expense. The coming of better times will, we trust, be marked by an appropriation to carry out this much-needed im- provement . The plastering upon the Lowell' street building, which was in a defective condition, was entirely renewed during the summer vacation, and the building painted and put in thorough repair throughout. A full statement of the cost of these and other minor repairs is appended to this report.
The school rooms are all supplied with good blackboards, wall maps, charts, etc. Several have received new globes during the year.
The First Grammar School has a small but well-selected collection of reference books, purchased from a fund acquired by the school.
The High School possesses a fair amount of chemical and philo- sophical apparatus, and also has the use of a valuable mineralogical collection owned by the principal. A small sum has been expended annually, for several years past, in the purchase of maps, charts, and similar aids in teaching, and the practice should be continued. The pupils should also be encouraged to make collections of minerals and other natural objects, to be properly labelled and become the property of the schools. These would frequently be found useful in the illustration of subjects which arise in the lessons.
To prepare the pupil for the duties of life is the object of the schools. Those who control them should therefore clearly compre- hend what is requisite for this preparation. Upon this our success will largely depend, for the end sought will govern the means to be employed to reach it.
If the aim be merely to fill the mind with facts, and secure rapid execution of certain processes, the work of the teacher will be devoted to methodical drilling, until the pupil can repeat the information he has memorized and perform a few mechanical operations. But the mere possession of knowledge, however important in itself, will be of no practical value unless mental training accompany it. Edu- cation is nothing less than the development of our powers. It in cludes the improvement of the physique, the quickening of the moral sense, the culture of the observing powers, the training of the reason, the exercise of the imagination, and the strengthening of the will. These are the natural possessions of man, and it is their harmonious ยท development alone which can assist his progress.
The modern schools are frequently compared with those of the past, and not always to the credit of the former. But any comparison of results which leaves out of account our changed social conditions will be erroneous. The habits of life in the past were well adapted to foster the manly qualities of the New England character. The boy who knew that his opportunities for instruction were limited, and that at best but a few short months were at his disposal, was spurred to make the utmost of this brief time; while out of school, on the farm or as an apprentice in the workshop, he came in actual contact
8
with men and things, and thus acquired an insight into affairs which was invaluable to him. In the struggles necessary to overcome the hard conditions of his life, he obtained that discipline which enabled him to take fast hold of every advantage and push his way in the world. His mental horizon was narrow, but, so far as his education extended, it fitted him to become an honest, serviceable citizen, shrewd, practical, often opinionated.
The obvious defect of his training was its lack of breadth. To overcome this, and to give a wider culture, has been the effort of the public schools. To further this end the high school was made part of the system. Gradually the school year was lengthened and the whole manner of conducting school work changed.
Meanwhile our social condition was rapidly modified. The popu- lation became dense and wealth increased. The industries of the Commonwealth underwent a change. The standard of literary cul- ture was slowly elevated throughout the State. The college raised its requirements for admission, and its influence was felt downwards through the whole system of our schools. The industrial changes brought about by the introduction of machinery have completely de- stroyed the old apprentice system. Except the children of foreign parentage in factory towns, and those in the remoter farming districts of the State, it is now rare for the child to do much manual labor during his school life. It can hardly be otherwise, for many reasons, in our present social state. His attention is fixed almost entirely upon books. He seldom has the discipline which in the past was un- doubtedly gained from healthful manual work. He has small oppor- tunity to enjoy "that labor of the hands which is the way to much wvisdom." Whatever discipline he receives must be given him in the school.
It cannot be doubted that in seeking to broaden the intellectual culture of the child we have sometimes fallen into error. Too many studies have been introduced at one time. The work of the school has been too largely devoted to cramming the pupils with a mass of knowledge for which his mind was but illy prepared, and which he was totally unable to assimilate. At the end of his school days, if thrown upon his own resources, he found himself in far too many in- stances but poorly equipped for life. More and more these errors are becoming apparent. In the best schools of our time. earnest efforts are making to overcome them. The growing demand for in- dustrial education is a significant sign of the reaction which is setting
9
in. More intelligent methods of teaching are employed. We believe much progress has been made during these last years, and in this progress the schools of Reading have shared. But while it is said-with any show of reason-that, owing to present methods of instruction, "our children at twenty-one know how to reduce vulgar fractions to decimals, but they know nothing practical,"* it will not do to rest content. We hold as our grandest possession our system of public schools; but to point with pride to that system will not suf- fice in the presence of charges like this. Such remarks are a men- ace to every one interested in its welfare. To secure results that will effectually disprove them every teacher should aspire. Many of the criticisms passed upon the schools are painfully sweeping and un- fair, but intelligent discussion cannot fail to hasten the time when we shall reach the golden mean between the limited training of the past and the lack of training so often apparent in the present-when we shall give the pupil not only acquaintance with books, but disci- pline of mind. In order to develop
THE MENTAL FACULTIES
of the pupil, it is required that the teacher understand their nature and order of growth, and she will be the best teacher who most clear- ly comprehends the structure of the mind, and how to draw out and cultivate its powers. It is not enough that she have a knowledge of the text book. She must be able to make its abstract details real and living things to the pupil. She needs the power of insight into the nature of the child, that she may put before him the topics of study in such a way as to awaken activity of mind. Just as the muscles of the arm become firm and strong by action, so the mind is strength- ened by use; and neglect of its powers during the formative years of the pupil's life will bring as sure decay to the intellect as lack of ex- ercise brings to the limbs. Thus the future of the child for good or ill is influenced by the methods pursued by the teacher. Here we touch a graver matter than the question of what class of knowledge or information it is expedient to teach in the schools. This concerns the welfare of that which is the source of all power in the pupil-the mind itself. And the responsibility of those who control his educa- tion is correspondingly increased. The child who is helped over the difficult problem in arithmetic, or who is shown that which it is possi- ble for him to discover for himself, is the victim of mistaken kindness. . Not only will the knowledge so acquired be of little permanent worth
* Rev. E. E. Hale.
10
to him, but he is deprived of just that opportunity of exercising the active powers of his mind which is necessary for its growth.
THE OBSERVING POWERS
are the first to come into action. Through these the mind is pro- vided with material for the future exercise of its higher functions. The teacher should assist their development in every possible way. The broadest culture and the ripest experience may be made availa- ble in the primaries, in supplying the opening intellect with more and more knowledge of actual things. This may be done by pictures, by talks upon the subjects presented in the reading books, and by lively object-lessons upon the articles in the school room, the flowers, pebbles, or anything to be met with in the daily walks to and from the school; upon the materials of food and clothing with which the child is familiar. The child's habit of asking questions should be encouraged and the questions answered so far as possible. Not only should no opportunity be lost to bring to his mind a clear idea of the things themselves, but the pupil should be required to tell what he sees. Lead him to be accurate in his description. Let his attention be called to their marked peculiarities, such as their roundness, smoothness, color, lustre, hardness and the like. Later on
THE REASONING POWERS
come into use. Reasoning is nothing more than seeing the relations which things or subjects bear to each other. Its results depend very much upon the clearness with which these things or subjects are pre- sented in the mind. Only the adult mind is capable of reasoning from abstractions, therefore all elementary teaching should be objec- tive. This requires that the attention of the pupil be fixed directly upon the objects themselves or upon mental pictures of objects brought up in the mind. The memory should never be charged with abstractions. This principle is violated whenever definitions or sym- bols are given to the pupil before his mind has been prepared for their reception by connecting them with the objects or subjects to which they relate. Words have no power except as they stand for ideas. The letters c-a-t taken by themselves convey no meaning to the child beginning his primer. The word which they form will not at first. But show the child a picture of a cat, and he immediately perceives its relation to the animal with which he is acquainted. Now bring before him the word and lead him to see that that also stands for the cat, and it will become to him a symbol of something he un- derstands. Now it means something real to him. Let him become
11
familiar with it, and, whenever he sees it, it will recall to his mind a cat. Then the word may be taken apart, and he may be shown that it is built up of three little characters : c-a and f. These abstract signs have thus been joined to the things to which they relate.
The principle is violated, too, when the child beginning the study of geography is required to recite verbatim the matter of the book be- fore it is made plain by copious illustrations, by references to the natural phenomena with which the pupil is familiar, and by object- teaching with a globe. It is violated whenever the pupil in arithme- tic is told to learn the rule, and made to follow its requirements me- chanically, before it has been brought out, step by step, by induction, and before the requirements of the problem are clearly understood. All numbers should first be taught in the concrete. The develop- ment of
THE POWER OF EXPRESSION
should be made an important aim in all instruction. "English gram- mar," says Kerl-and nearly all grammarians make the same state- ment, "treats of the laws and forms of the English language so as to teach us how to speak and write it correctly. Grammar, as taught in our schools, is such an analysis of language, and examination of its parts, as may guide the student to correctness in his own choice and combination of words." Now the method which has prevailed of pursuing this study fails to accomplish what is here set forth as its prime end. Nothing that cannot be made interesting to a child can be studied by him with profit. The drilling upon rules and elements, and the endless analysis and parsing of the past, failed to give the student command over the language.
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