USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1880-1881 > Part 3
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69
$534 44
PAYMENTS.
Librarian
$105 00
Rent
125 00
Insurance
18 75
Binding books
22 50
Books, etc .
255 38
Printing labels
3 75
Incidentals
4 06
$534 44
Number of books purchased
I45
66 from other sources
12
66 in library.
4,472
Circulation
13,189
Number of patrons
739
It will be seen that our expenses for binding and other purposes have been less than usual, and we have consequently been able to de- vote a larger amount of money to the purchase of books. Quite a number of volumes have been added to the library during the pres- ent month.
45
"It is our desire that the library while increasing its number of vol- umes should also make, at least, a corresponding increase in useful- ness. To this end we believe we cannot do a better service than to reproduce for the consideration of our citizens, a portion of the suggestions contained in the reports of the Hon. Mellen Chamber- lain, librarian of Boston public library, for the years 1879 and 1880 :
"It has been said that the chief end of a library is to get itself read : not primarily for amusement, though that may be a legitimate pur- pose, but mainly for instruction ; and it is claimed that books, even the most frivolous, may serve two useful purposes. First, that they engage attention through vacant hours which would otherwise be un- wisely spent, if not in crime, and so serve as an auxiliary to the police force ; and, secondly, that the mere fact of reading, irrespective of its character, tends to improve the taste and judgment, until at length they come to demand better things than they have been accustomed to. Whatever degree of truth may be allowed to these claims, it is evident that so long as taste and judgment may be improved by ex- ternal influences such influences should be called into requisition, and young readers not be wholly left to their own caprice. And I understand the problem in respect to public libraries to be, not how their patrons, young or old, shall extract a certain amount of amuse- ment from books provided for their use, but rather how they can be induced to enter into the fullest possession of the accumulated wealth which rightfully belongs to them.
"There is ample testimony that young people who have had the edu cation which common schools afford can be taught to appreciate the best of literature, and for that best, to abandon the worst or the in- different. But it is also clear that they must be taught. Such ' preference of the best does not come by any process of natural evolu- tion. In this, as in other matters, good influences come mainly from without and above.
"What every good book needs is a good teacher behind it. Some- times this teacher may be another book ; but better still, a living, personal influence, as constant and as active, and, if possible, as well systemized as that of the public schools, meeting every youth in the community arriving at a certain age, and continuing friendly compan- ionship until judgment, matured by age and best associations, shall unerringly direct such youth to the best fields of literature. And by reason of a present lack of such personal influence in the Public
46
Library, I would seek to secure such healthfu. association by estab- fishing more intimate relations between the Public Library and the personal educational force of the public schools. Not that either should be merged in the other, or delegate its functions to the other ; but that each working after the law of its organic life should co-oper- ate with the other in their common purpose of educating the commu- nity. The best literature of the Public Library should find its way into the public schools ; and the best influence of the public schools should accompany those who enter the Public Library.
"Nor is there anything novel in these suggestions. It was claimed by those most active in founding the Public Library at municipal ex- pense, that, rightly considered, it was a part of the public school system, and when fully developed would take its place naturally at the head of that system.
"And there are those whose convictions are becoming clear that the use of the Public Library by the pupils in the public schools will subserve its most beneficent ends only when regulated in accordance with the views of those more immediately charged with the education of youth. Amusements at public expense have as yet become no part of our system, nor are likely to become ; but to furnish the means of education to every child on the soil is a fundamental idea likely to lose its place neither in the organic law nor in the minds of the peo- ple. And the Public Library will maintain its place in the public favor and receive the supplies necessary to its efficient existence, not by furnishing that amusement which is found in sensational and low- toned reading, but rather by showing its efficiency as a public educator.
"This leads directly to the question : How can the Public Library be made to participate more efficiently than at present in the work of public education ? Assuming that the reading of poor literature leads to the reading of better literature, still the process is slow and expen- sive, and can only be defended on the further assumption that any more direct and less expensive process is impracticable. A better way is worth seeking.
"If we regard the Public Library as a part of a system of public education, and carry the idea to its legitimate results, then the way begins to become clear, since every system of education worthy the name includes some personal educator. It is not enough that school- houses are built and books furnished gratuitously to pupils, nor that
4.
free libraries exist and are brought to every man's door. Schools and libraries require the teacher behind them if best results would be secured.
"The problem, then, as it seems to me, is this : How to make the Public Library, in like manner as the public school, an instrument in the hands of the public teacher of imparting knowledge at the public expense to those whom the city is under legal obligations to educate."
"On the reopening of the public schools in September last an experiment was made, which, though not on precisely the same basis as that I recommend, led to some interesting and valuable results, which I now propose to lay before the Trustees.
"By previous arrangement with the principal of the Wells School I received from him a requisition on the Public Library for fifty copies of "A Summer in Leslie Goldthwaite's Life," by Mrs. Whitney, to be retained for an indefinite period ; and, some months later, for the same number of "Pizarro; his Adventures and Conquests," by George M. Towle.
"Several difficulties arose with respect to these requests. In the first place there were no more than two or three copies, instead of fifty, of each in the Library, and no funds from which they could be properly purchased ; and, secondly, the nature of the loans, and the time for which they were desired, were in contravention of the Library rules. But, there being a good will, a good way was found. The books were purchased from funds supplied from a private source, and presented to the Library, and accepted by the Trustees, with the conditions annexed, that they should be loaned according to the will of the donor.
"After nearly a year's use the books have been returned to the Library in as good order substantially as when they left ; and there they remain to meet a similar requisition, and to be subjected to the same use on the reopening of the public schools in September. I have assurances that they will then be demanded by more than one teacher.
"But in the mean time it seems to me that it is worth stating what they have already done. When they were loaned to the Wells School, before being issued to the pupils, they were neatly covered by them and made ready for use. These pupils seem to have taken pride in using them carefully, as only one of them shows the results of carelessness. And this fact is worthy of being contrasted with the
48
general use of the Library by a similar class of persons who draw books from it under different circumstances.
" 'Leslie Goldthwaite' was read successively by three classes, com- prising more than one hundred and fifty girls ; and 'Pizarro,' by two classes, comprising over one hundred girls.
"The reading of these books was not a part of regular school exer- cises ; that is, the pupils were expected to read each her own copy at home, as she would read any other book taken from the Public Library, but to be ready once a week, in her class, to be examined on what was thus read.
"In this examination is found the chief interest and value of the scheme ; and it seems to be new.
"Reading is an art which, with a little of almost everything, has been taught in the public schools immemorially ; but how to read a book-an entire book-is an acquisition made by few, and never, so far as I am aware, systematically taught in the public schools.
"This experiment made in the Wells School, with the co-operation of the Public Library, is, I think, the first ever made, and it was successful.
"By simultaneous reading of the same book, and by class exami- nation in respect to what they read, these pupils, under the skilful teaching of their master, came finally to see, as they would be likely to learn in no other way, that every good story is a work of art, con- sisting of a plot in which the incidents should follow each other in such order and relation as properly to bring about the result ; that the personages should act and talk consistently, and with reference to the result ; and, finally, that style should be simple, clear, and appropriate, and the ornamentation just. They came to see that the true value and chief interest in novels consist in these very qualities, rather than in the sensational and exaggerated.
"These one hundred and fifty girls, under the instruction which was only possible with the facilities thus exceptionally granted by the Public Library, have acquired a critical judgment which will serve them in good stead, not only with respect to the books they may hereafter draw from the Public Library, but, if the same system could be made applicable to all the schools, would soon settle the vexed question of what sort of fiction should be purchased by the Trustees.
"I have dwelt less on the details of the experiment because several of the Trustees have witnessed at least one of the weekly examina-
49
tions, and have reached a conclusion as to its value not unlike my own.
"Why, then, may not what has proved of value in a single school be extended so as to include ultimately all the schools whose teach- ers have the requisite interest to undertake and skill to carry forward a similar work ?
"The teacher should be absolutely free to choose the book he de- sires to use. This is essential. A book which interests another and serves another's purpose may not interest him nor serve his purpose. He wants his own tools. Consequently, no stock of books, in num- bers however large, selected by the school committee or the Trustees, will answer.
.
"Finally, should this work be entered upon, I do not apprehend any such general and immediate requisitions by the teachers as wil! de- plete the treasury, or embarrass the employes of the Library. The cost of the experiment for a year in the Wells School was less than fifty dollars. Books thus read are read slowly, -multum non multa. The plan, if adopted, will be adopted only by the best and most en- terprising teachers ; and even with the best will make its way slowly. But should it come to be generally adopted, against the expense, however great, would stand this grand result : a community of readers, systematically educated in the public schools, not only to read, but to select the best books for their reading which a great pub- lic library offers. Then will the Public Library take its true place at the head of the educational system of the city, and as truly a part of it, not merely in name."
It may be suggested that the above extracts are not wholly applica- ble to town libraries and schools, but there is evidently much in them that is suited to any place where books, even if few, and schools are found. We hope the teachers and parents here may carry out the suggestion to the profit of the rising generation.
Respectfully submitted.
E. APPLETON, Chairman. HIRAM BARRUS, Secretary. F. O. DEWEY, S. FOSTER, H. G. WADLIN, W. S. PARKER,
Trustees.
Reading, March, 1881.
-
Auditors' Report.
FOR THE YEAR ENDING MARCH 1, 1881.
LIABILITIES.
Town notes, March 1, 1880
$57,400 00
Town notes, March 1, 1881 52,400 00
Decrease for the year. 5,000 00 $52,400 00
Interest accrued on town notes.
696 59
Due Fire Department (estimated)
1,150 00
Miscellaneous debts, 66
100 00
$1,946 59
$54,346 59
AVAILABLE ASSETS.
Unpaid taxes of the years 1878 and 1879,
J. A. Bancroft, Collector. $939 42
Unpaid taxes of the year 1880. .
5,482 97
Due from State (aid account) March 1, 1881, (military aid).
1,117 40
140 00
city of Boston
248 12
town of Malden
9 00
town of Winchendon. 23 00
Claim on estate of Eben Beard.
165 23
Unexpended balance of State school fund. .
161 66
Cash in treasury . 4,870 69
$13,157 49
Net debt March 1, 1881 $41,189 10
SCHEDULE OF TOWN PROPERTY.
Town farm $4,500 00
Personal property at town farm
2.395 63
$6,895 63
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Cemetery land and lots
$2,300 00
Hearse.
75 00
House
50 00
$2,425 00
Eagle engine and hose carriage
500 00
House
500 00
Hancock engine and hose carriage
450 00
House .
1,200 00
Washington engine.
50 00
House
25 00
Hook and ladder, carriage, &c.
300 00
Furniture and hose
1,250 00
4,275 00
Property in town office
400
School houses and furniture
30,000 00
Public library .
2,500 00
Piano and apparatus in High School
500 00
33,400 00
$46,995 63
We have examined the books of the Selectmen, Treasurer and Collector, also the accounts of the Committee on Cemetery and Trustees of Public Library, for the year ending March 1, 1881, and find the same correct and properly vouched.
The books and accounts have been neatly kept, and show that the interests of the town have been well cared for by its officers.
We cannot but express the opinion, however, that a change in some respects of keeping the accounts is desirable.
The business of the town has grown to such an extent, the present may be a favorable time for the adoption of a more complete system of keeping and auditing accounts.
We would suggest that the receipt and expenditure of funds per- taining to the Cemetery and Public Library be made through the Town Treasurer in the same manner as for other departments, all vouchers to be in the custody of the Selectmen.
C. H. NOWELL, G. L. PARKER, NA Auditors.
Reading, March 22, 1881.
ANNUAL REPORT
OF THE
School Committee
OF THE
TOWN OF READING
FOR THE YEAR 1880-1.
Report.
The School Committee for the year ending March, 1881, respect- fully submit the following report :
The Committee organized at the beginning of the year by the choice of Horace G. Wadlin, Chairman, and Charles F. Brown, Secretary. Mr. Brown, on account of the pressure of other duties, resigned December 28th, the vacancy in membership being filled by the elec- tion of Mr. W. Wallace Davis. At a subsequent meeting of the Com- mittee, Mr. H. G. Kittredge was chosen Secretary, and continues in that position at the date of this report. The sub-committees of the year are as follows :
HIGH SCHOOL-Messrs. Wadlin and Kittredge.
FIRST GRAMMAR-Mr. Kittredge.
SECOND GRAMMAR-Mr. Wadlin.
THIRD GRAMMAR-Mr. Parker.
UPPER MEDIUM-Mr. Brown, Mr. Davis.
LOWER MEDIUM-Mr. Wightman.
UPPER PRIMARY-Union Street-Mr. Temple.
LOWER PRIMARY-Union Street-Mr. Temple. WALNUT STREET SCHOOLS-Mr. Brown, Mr. Davis.
WOBURN STREET SCHOOLS-Mr. Wadlin.
LOWELL STREET SCHOOL-Mr. Kittredge.
MAIN STREET SCHOOL-Mr. Wightman.
HAVERHILL STREET SCHOOL-Mr. Parker.
GENERAL REMARKS.
The town during the past year has suffered the loss of several of its best teachers. It had been our good fortune to avoid numerous changes in our teaching force for an unusual length of time. Before
4
the opening of the fall term six resignations were placed in the hands of the Committee. Of these, the teacher whose loss was most widely felt, because of the position he occupied, his extended term of ser- vice, and the wide spread influence for good which he exerted upon the schools of the town, was Mr. Cyrus A. Cole of the High School. Mr. Cole's connection with the schools of Reading began in 1868, when he succeeded Mr. E. H. Peabody. The standard of the High School was gradually raised under his skillful administra- tion, his excellence as a teacher, and his uniformly genial methods of discipline being productive of the best results. No better endorse- ment of his work can be given than to cite the constantly increasing attendance at the school during the last ten years, and the unusually large proportion of those, who, entering the school under his adminis- tration, remained to graduate. The ratio of pupils in the school to the whole number in town was, when he began his work, as i to 8 nearly ; when he closed it was as I to 5.2% During his period of ser- vice twelve classes were graduated, numbering 200 pupils. Many of these entered other schools after graduation, and nearly all who did so, ranked above the average in their entrance examina- tion, thus testifying to the excellent instruction they had received. Mr. Cole resigned to accept a position in the State Normal School at Bridgewater.
Miss Evelyn Barrows, who resigned the charge of the First Gram- mar School, had taught in Reading since 1874, principally at Lowell Street, where she made an enviable reputation, being especially suc- cessful in primary work, for which she had a natural aptitude. She resigned to enter Wellesley College.
Miss Sarah L. Stoodley, of the Second Grammar School, had taught here since 1873, two years being spent at Walnut Street, one at the Third Grammar School, and the remainder in the position she filled at the time of her resignation. Miss Stoodley was always suc- cessful in her work, her enthusiasm and love for her profession con- tributing to this result. She was also an excellent disciplinarian, never resorting to corporal punishment. Her retirement from teaching caused her resignation.
Miss Annie M. Knight, of the Third Grammar School, had taught in that school for several years, and previously elsewhere in the town. Her quiet methods of government, and the high quality of her work,
* The ratio for the State at large in 1879, was as 1 to 14.5.
5
entitled her to rank among our best teachers. Her removal to Cali. fornia caused us the loss of her services.
Miss Marion E. H. Barrows, of the Main Street School, had taught in Reading one year only, but with success, and, like her sister above referred to, resigned to enter Wellesley College.
Miss Susan R. Drew, of the Walnut Street Grammar School, was also comparatively new to her field of labor, but under her charge the school had made good progress.
The above resignations were followed during the winter by that of Miss Florence B. King, who, since the opening of the spring term, had been in charge of the Woburn Street Grammar School, suc- ceeding Miss Hattie A. French.
The vacancy in the First Grammar School was already provided for by the return of Miss Jennie R. Barrus after an absence of a year. The other vacancies were filled as follow; :
HIGH SCHOOL-Mr. Geo. L. Perry.
SECOND GRAMMAR-Miss Harriet R. Morse.
THIRD GRAMMAR-Miss Alice M. Barrows.
WOBURN STREET GRAMMAR-Miss Clara J. Coney.
WALNUT STREET GRAMMAR-Miss Sarah M. Pearson.
MAIN STREET SCHOOL-Miss Ella F. Wakefield.
These comprise the changes of the year.
It is always a serious matter to lose the services of a tried and faithful teacher, and it is seldom that such an event occurs without disturbance and consequent loss to the school. No matter how well qualified the new incumbent may be, her methods, both of teaching and government, are frequently widely different from those of her predecessor, and a stranger almost inevitably suffers by comparison with a former teacher, whose familiar habits and manner of speech are brought prominently into contrast with those of the new-comer.
This is especially the case when, as in some of our own schools, the teacher who leaves has for several years been connected with the school, and is personally known to nearly every one in the town. The embarrassment of a new teacher's position under such circum- stances is often entirely overlooked in .judging of his or her success. Any sign of weakness, any unfamiliar mode of procedure, an occa- sional error of judgment, such as would be allowed to pass without
6
remark if observed in the former teacher, is commented upon by the pupils, too often freely criticised in the home, the story passed from mouth to mouth gathers new interest and added importance in the transit, until, at last, the small failing which would no doubt have been speedily corrected, becomes so distorted that its original aspect is quite lost.
In view of the almost universal experience in such cases, we should have been exceptionally fortunate had the changes caused by the resignations noted above, been made without our incur- ring to some extent the evils to which we have referred. The schools have suffered as slightly as we could reasonably expect. As a whole they are in a progressive condition. Any evils which may exist will in proper time be corrected, and while we ask in in behalf of every teacher, and especially those who are new to the positions they fill, the sympathy and support of every parent, we again repeat, what we have in previous years had occasion to say, that no teacher will be permanently retained by the Committee who is found after trial to be manifestly unadapted to the work. Of this, the town may be assured. But while a teacher is retained, he or she is entitled to, and should receive, the cordial co-operation of the parents. The less competent the teacher the greater the need of this support, and without it no teacher, however competent, can succeed.
We shall now speak of the different grades of schools in detail.
HIGH SCHOOL.
The Committee, upon the election of a new principal, enlarged the teaching force of this school by the engagement of Miss Emma S. Peirce, of Leicester, as second assistant. The need of another assis- tant teacher had previously been pointed out by the Committee, and one has now been supplied without, for the present at least, increasing the cost of maintaining the school. The school now numbers 101 pupils, the number of graduates in June being 21, as will be seen by reference to the Appendix, and the entering class in September comprising 35 pupils. Two non-residents were in 'attendance during the fall term and three during the winter, tuition being paid by them, as appears by an appended statement.
The work during the winter term has been somewhat disturbed by the absence of the second assistant, who left the school on account
6
of illness at the end of the seventh week. It was expected that she would soon be able to resume her place, and with this hope it was deemed best to carry the school along without the employment of a substitute. Unforeseen circumstances, however, prevented her return, and, at last, upon the advice of her physician, she asked for and received leave of absence until the spring term. Mr. L. F. Howard was at once employed as temporary substitute, leaving at the end of one week to accept a superior position elsewhere. Since then Mr. Henry C. Parker has successfully filled the place. These cir- cumstances, which, however unfortunate, were unavoidable, more or less disarranged the work of the school and threw an unusual burden upon the principal and first assistant. Nevertheless, all the classes were carried along with the exception, during part of the time, of that in English. A special class in Arithmetic, for the benefit of certain pupils who especially need this study, was to have been formed during the winter, but the project has been deferred until the next term.
GRAMMAR SCHOOLS.
The number of pupils now in these schools is 150. Fifty pupils en- tered the grade during the year by promotion. The average number of pupils to each teacher is 30. The work has generally been satis- factorily performed, and requires no special comment.
PRIMARY AND INTERMEDIATE SCHOOLS.
Number of pupils in attendance 226*%. Average number to each teacher, 38. No greater opportunity for improvement exists in our schools than is presented in this grade. In saying this, we do not necessarily imply that our primaries are in any respect inferior to those elsewhere. They may not be inferior, but the standard of these schools cannot be placed too high, nor the qualities requisite for a successful primary school teacher over-estimated.
The great defect of our primaries is the almost entire absence of a systematic effort to cultivate the opening powers of the mind. A similar defect no doubt exists in other schools. Everywhere too much effort is devoted to filling the mind with mere facts without making their acquirement a means of mental development. But a
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