USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1902-1907 > Part 25
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If, however, on the other hand, a pupil, because of slow development and immaturity of mind, fails to derive from any given grade all that he is capable of deriving, with the neces- sary mental growth and strength which time alone can give him, that pupil should be obliged, for his own good, to repeat the grade work. While it may appear on the surface that the schools are partial and do not treat all alike, the constant aim and desire of teachers and school officials is to be just to all and to treat all according to merit, with a view to each pupil's · future welfare.
Moral instruction in the public schools, ever Moral a vital subject, is now receiving a great deal of Instruction. attention, and much is being said and written upon it. One of the best articles that has come to my notice appeared in a recent leading periodical and for the benefit of those who may not have seen it, I quote quite generally from it. The author states that the cry for more effective moral instruction in the schools and for a better moral output from them is growing more and more insistent. It is pointed out that crime is on the increase and the public schools, as one of several educational agencies, are in some measure responsible for it. Granting that the schools have a serious responsibility in this matter, the question arises, what is to be done?
In the teaching of morality there are two general types corresponding to the two ways of teaching religion: namely, the formal teaching of ethics and the informal inculcation of morality. Each of these types has strong advocates, but the weight of opinion seems to favor the latter and to adhere to the idea that to attempt to secure morality by instruction is not only futile but pernicious, and that behavior can no more be taught by rule than can correct speech. The advocates of the
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informal inculcation of morality believe that the two great means of moral education are individuals and institutions. In our elementary public schools, the mainstay of character building and moralization must be found in the means already at hand: in the personal character of the teacher and in such choice of subjects of study and such methods of teaching as will produce a responsive respect for the institution and exert an unnoticed moral influence upon the pupils.
For the benefit of any who may be interested, an outline is appended embodying these views and indicating the lines on which the problems of moral education are being worked out in the class-room by thousands of teachers in many of the lead- ing elementary schools in the country.
"It should be the aim of every teacher to make each part of the life of the school count for moral education. This aim should be present not only in formal instruction and training, but also in the general atmosphere and spirit of the class-room, and of the school. In working toward this aim, the following suggestions, based on the experience of practical teachers, will be found helpful."
1. "The personality of the teacher is at the root of all moral education in the school. The teacher's ideals, sincerity, poise, self control, courtesy, voice, manner, dress and general attitude toward life are potent forces for character-building."
2. "Reverence is vital to morality. Whatever quickens in children the feeling of dependence on a higher power, what- ever leads them devoutly to · wonder at the order, beauty, or mystery of the universe, whatever arouses them with admira- tion of true greatness, promotes reverence. There is no subject studied in school which, reverently taught, may not yield its contribution to this feeling."
3. "Self-respect, which is also fundamental to moral de- velopment, is engendered in a child when he does his best at tasks that are worth while and within his power to do well."
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4. "The corner stone of a self-respecting character is principle-the will to be true to the right because it is right, whatever the consequences, to act with firmness in the right, as God gives us to see the right."
5. "The spirit of the class-room and of the school-the spirit that makes children say with pride 'my class' and 'our school'-is one of the strongest of moral forces."
6. "The child should early gain the idea of social member- ship. The truth that co-operation and unselfishness are es- sential to true social living should be made real and vital.
"The child should also learn that he is a member, not only of the school, but of the family, of the neighborhood, of the town and of the state and nation. The meaning of loyal mem- bership of these social institutions should be made clear. The naturalness and the necessity of obedience and helpfulness should be shown. The moral aspect of home tasks and of work- ing with and not against the departments of health, street- cleaning, police, and education, should be enforced by concrete applications. In general, the truth should be impressed, that without loyal and effective social membership, no individual can wholly live."
7. "No person has a fully developed moral character until there has been a transfer of the seat of authority from without to within himself. Each child in every grade should be steadily helped toward self-direction and self government."
9. "Hospitals, societies for the prevention of cruelty to children and to animals, homes for orphans and for the aged and infirm, fresh air funds, and similar agencies for social service, should be brought within the child's comprehension at the proper stage.
"Deeds of heroism and self-sacrifice done by firemen, police- men, soldiers, inventors, and persons in the ordinary walks of life should be presented and dwelt on. The truth that suc- cess in life means more than mere money getting can thus be brought home again and again."
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10. "In all such moral instruction and guidance, the following principles should be observed: (a) the course of moral instruction is a development. (b) The culture of the imagination is a powerful aid in moral instruction; first, as the power vividly to picture consequences-to put yourself in your own place later on (foresight); secondly, as the power to 'put yourself in his place' (social imagination, sympathy). (c) In using literature and similar material for purposes of moral education, the teacher should not violate the law of self-activity. The child properly resents having a moral drawn for him, which he could draw for himself, and he is the more likely to follow the principle which he himself discovers or formulates, because it is his own. (d) The most effective method in moral ed- ucation is positive rather than negative. A mind filled with good interests, high ideals, and helpful activities has no room for evil. Love is a stronger and better motive than fear."
Medical The State in establishing and maintaining a system of public schools is able to provide Inspection. facilities which ordinary means could not afford. There is a movement on foot for pro- viding for medical inspection in the public schools and the annual examination of the sight and hearing of school children. It has been shown over and over again that frequent and thorough inspection for the detection of contagious disease is of the highest value in preserving the public health. It has been shown that about 25% of school children are defective in sight and that 5% are defective in hearing. What is of special importance is that only a small minority of these defects are discovered by the teachers, or are known to them, to the the parents or to the children themselves.
The expense of this inspection, which will not be large, will be met by a special appropriation to be expended by the State Board of Education.
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For the benefit of those who may be interested State Inspection. and have no knowledge of the new legislation regarding district superintendents the following is appended from the Revised Laws of the Com- monwealth of Massachusetts relating to public instruction. Chapter 215, Acts of 1904, provides as follows: "In all super- intendency unions in which any part of the expense of the superintendent is borne by the Commonwealth, the State Board of Education shall determine, by examination or other- wise, the qualifications of candidates for the position of super- intendent of public schools; and, after the first day of January in the year nineteen hundred and five, no person shall be elected to such position who does not hold a certificate of fitness and competency from said board."
The work of the schools is inspected annually by the State agents, men whose lives have been devoted to educational interests. Thus the State through her authorities knows the character and quality of the work being done and determines and maintains the educational standards in the schools through- out the districts of Massachusetts.
It is hoped that parents and citizens generally will visit the schools often and know by personal inspection what is being done. Whatever success has been attained in school work and management has been due to your hearty co-opera- tion and support without which the efforts of teachers and superintendent are of little avail.
Respectfully submitted,
HERBERT E. RICHARDSON.
Report of the Supervisor of Music.
To the Superintendent and School Committee of Westford.
The work in the music classes has been generally very satisfactory-surprisingly so considering that it was my first year in the district and that many of the regular teachers were new-everyone under these conditions being at a disadvan- tage-teachers as well as pupils.
While the same method of teaching has been carried on as by my predecessor there was necessarily some difference in presenting the subject-different phraseology-not affecting the ultimate results but causing at first some confusion and misapprehension. This, however, has gradually disappeared until now I think I can safely say that there is perfect unity of purpose and effort all along the line.
And speaking of method-while we have a well formulated and graded system we endeavor constantly not to "method" our children to death as it were, but to so develop all sides of the work that they will be well rounded musicians, with a comprehension of the artistic as well as the mechanical side.
The use of the individual slips for sight-reading we regard as very important, as it develops concentration and an in- dependence of thought and action that no amount of class singing will accomplish, for the reason that in classes there are always "leaders" who do the greater part of the work, the weaker ones either not singing at all or else following along in an aimless way that will be of little if any benefit. And, too, the individual work is most useful in enabling the teacher to know the capacity of each child and their ability to "do" when thrown on their own resources.
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On the other hand, the importance of class singing from board and music readers can hardly be over-estimated. It induces more of the spirit of music, aids in the tonal sense and in part-singing develops a sense of harmony. And, also-a fact that should not be ignored-it gives the children much more time for actual participation in the work.
No child has been excused from singing except in remote cases, principally when children in advanced classes have come from other schools where music was not taught. In such cases, to attain any results, it would be necessary for the regular teacher to give a great deal of individual instruction beginning with the lower grade work, and this, as can be readily seen, would be quite impossible.
Rote songs are taught in the primary grades-songs from the best composers with words appropriate to child life. Sight- reading is taught with black-board exercises involving prin- ciples of time and tune adapted to the needs and capacity of young children.
In fourth grade and up, part-singing is taught both class- wise and individually, with, in many cases, astonishing good results-as, for instance, in eighth and ninth grades where we have some "changed" voices among the boys, the four- part work-soprano, alto, tenor-alto and bass-has been very gratifying. The boys read from bass clef as readily as from treble and in moderately difficult music the parts are well sustained.
We have had written work in all grades-copying, writing from number and song dictation, writing songs that have been memorized, and in a very small way original work, with attention to correct form.
The question has sometimes been raised, "Is it advisable to teach sight-reading in the primary grades?" If those who doubt could see the eagerness and joy and alacrity with which the little tots receive the knowledge that makes it possible for them to "read" the notes just as they do words, the ques- tion would be satisfactorily answered.
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After the thorough preparation in the grades the pupils are supposed to have acquired such proficiency in reading music that only choral work with piano accompaniment is done in the high school, and this once a week instead of every day as in the grades. The full chorus is sometimes supple- mented with small choruses and quartettes.
Much credit is due the regular teachers for their generous and effective co-operation in the work, without which a super- visor can accomplish but little.
Respectfully, ELIZABETH C. CHASE,
March 3, 1906.
Programme of Westford Academy Graduation Exercises, June 16, 1905.
PROGRAMME.
1. Organ Solo, Marche des Tambours Sidney Smith Mrs. W. H. Bennett
2. Prayer, Rev. Benjamin H. Bailey
3. Essay, The Formative Influence of Westford N. Blanche Waller, Westford
4. Essay, The Development of the English Novel Grace L. Fletcher, Westford
5. Song, Song at Sunrise C. F. Manney
Girls' Chorus
6. Essay, The Rise of the Public Library in America Alice M. Howard, Westford
7. Essay, Dido and Cleopatra
Alice L. Prescott, Westford
8. Song, Poppies (Slumber Song) R. DeKoven
Mrs. Jessie Pedrick Jenkins
9. Essay, Joan of Arc Marguerite H. Banister, Westford
10. Essay, Tennyson's Ideal Woman
Elsa R. Anderson, Chelmsford
11. Song, Morn Rise (Sephanie Gavotte) Arr. by Manney
Girls' Chorus
12. Class Prophecy Evelyn C. Miner, Shirley
13. Organ Solo, Andante, from Fifth Symphony, Beethoven Mrs. Bennett
14. Conferring of Diplomas Hon. Herbert E. Fletcher
15. Class Song
16. "America"
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GRADUATING CLASS
LATIN SCIENTIFIC COURSE
Elsa Ragnhilde Anderson Alice Mabel Howard Alice Luella Prescott Nellie Blanche Waller
ENGLISH COURSE
Marguerite How Banister Grace Lovina Fletcher Evelyn Carleton Miner Motto :- "Non Nobis Solum"
STATISTICS FOR 1904 -- 1905.
SCHOOL.
Grades.
Number of Weeks.
Enroll- ment.
Average Member. ship.
Average Attend- ance.
Per Cent. of At- tendance.
Between Between 7 and 14.| 5 and 15.1
Over 15.
Academy .
X-XIII
39
27
24.4
22
91
4
6
22
Center Grammar. .
VIII-IX
36
29
25.5
23
90
20
20
9
Center Intermediate
IV-VII
36
47
41.9
38
91
45
47
0
Center Primary . .
I-III
36
27
23.8
21
89
13
24
0
Graniteville Upper Grammar.
VI-VIII
36
35
33
30
91
33
35
0
Graniteville Lower Grammar.
IV-V
36
24
21
19
90
23
24
0
Graniteville Upper Primary ..
II-III
36
27
26.8
24.8
92.5
27
27
0
Graniteville Lower Primary .
I
36
32
27.8
23.9
86
15
29
0
Forge Grammar
III-VII
36
28
24.4
23
94.8
25
25
0
Forge Primary
I-II
36
58
46
43
93
40
55
0
Stony Brook ..
I-VII
36
38
31.6
26.7
84
24
37
0
Nabnasset .
I-VII
36
28
26.6
22
83
24
27
1
Minot's Corner.
I-VII
36
13
11
9
85
11
13
0
Parkerville
I-VII
36
23
19.8
18
89
13
22
0
Nashoba .
I-VII
36
13
11.9
11
93
9
12
0
Totals
449
397
354
89
326
403
32
.
..
LIST OF TEACHERS 1905-1906
SCHOOL.
TEACHERS
App'ted.
EDUCATED.
Salary
¿ Principal
Wm. A. Perkins ...
1904
Bowdoin '83.
$1300 00
Academy,
§ Assistant
Grace E. Thompson.
1904
Bates '02. .
600 00
Center Grammar ..
Elsie P. Newcomb
1904
Bridgewater Normal.
450 00
Center Intermediate.
Sadie E. Hanscom
1903
Worcester Normal ..
432 00
Center Primary. .
Millie F. Smith .
1903
Worcester Normal.
396 00
Graniteville Upper Grammar .
Thos. E. Freeman.
1905
Bridgewater Normal.
540 00
Graniteville Lower Grammar.
Issie A. Parker
1897
Westford Academy .
360 00
Graniteville Upper Primary. .
Flora E. Palmer
1901
Westford Academy .
360 00
Graniteville Lower Primary .
Ruth P. Tuttle.
1905
Lowell Normal.
360 00
Forge Grammar.
Emma G. Holt ..
1904
Lowell Normal.
360 00
¿ Principal
I. Millie Phillips .
1901
Worcester Normal
450 00
Forge Primary
§ Assistant
Abbie M. Blaisdell
1905
Lowell Normal. .
288 00
Stony Brook.
Anna Mellen.
1899
Lowell Normal. .
360 00
Nabnasset
Alice M. French
1905
Lowell Normal.
288 00
Minot's Corner
Lucy B. Raddin . .
1904
Lowell Normal.
288 00
Parkerville
Emma M. Graham
1905
1.owell Normal.
324 00
Nashoba
Effie M. Bennett . ..
1905
Lowell Normal.
288 00
Supervisor of Music. ..
Elizabeth C. Chase.
1905
300 00
.
..
..
. .
.
.
·
·
...
·
. .
.
.
STATISTICS FALL AND WINTER TERMS 1905-1906.
SCHOOL.
Enroll- ment.
Av. Mem.
AV. Att.
Per cent. Att.
Between 7 and 14.
Between 5 ar d 15
Over 15
Academy .
37
33.9
30.6
90
0
26
11
Center Grammar . .
43
39
36
91
42
43
0
Center Intermediate.
35
28.8
25.7
88.9
22
35
0
Center Primary.
25
21
18
86
21
24
Graniteville Upper Grammar.
33
30
27
91
32
33
0
Graniteville, Lower Grammar
30
25
23
91
27
30
0
Graniteville Upper Primary
23
17
15
87
5
23
0
Graniteville Lower Primary
33
29.8
29
94.6
31
33
0
Forge Grammar .
56
48.6
44.7
92
36
56
0
Forge Primary
34
28.8
24.7
86
27
34
0
Stony Brook.
25
19
15.6
82
23
27
0
Nabnasset .
15
14
13
94
12
15
0
Minot's Corner
24
23
21
92
17
22
0
Parkville:
9
9
8.8
90
9
9
0
Nashoba .
Totals .
446
394
332
354
414
31
.
24
23
.20
87
0
. 4
...
....
. ...
.
.. ....
.
.
.
.....
.
.
..
. .....
..
..
. .
20
1
Roll of Honor, September, 1904 to June, 1905.
ONE YEAR.
Davis, Willie Gower, Francis Healy, Nellie M.
Healy, Henry Kimball, A. Elizabeth Sullivan, Daniel
TWO TERMS.
Boucher, Florence
Boucher, Leo
McDonald, Madeline McMaster, C. Hubert Miller, Joseph
Blodgett, Marion
Buckingham, Horace
O'Harra, James
Buckingham, Edward
Gilson, Ella Healy, Fred S. Kimball, Jennie
Prescott, E. Clyde Pr nn, Carrie Ricord, Della Rockwell, Cliffon
Loftus, Gertrude
Spinner, Elizabeth
Lorman, Martha M.
Sullivan, Frances
Lorman, Lydia McDonald, John
Sullivan, Margaret Symnes, George
Woods, Charles
ONE TERM.
Bicknell, Elva M. Bicknell, Leroy E. Banister, Seth Charlton, Raymond Day, Albert Beziel, Marie Daley, Gladys
Perkins, Mirick Prescott, Benj. A. Provost, Mary Prinn, Willie Ried, Ida
Ricard, Josephine Recard, Alice
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DeRoehn, Elmer Fletcher, Ralph Furbush, Helen Gilson, Willie
Gagnon, Fred J.
Gagnon, George Healy, Arthur
Healy, Margaret
Sullivan, Mary
Hunt, Maud
Sullivan, Mary
Sullivan, Joseph
Symmes, Anna
Symmes, Althea
Symmes, Paul
Sweetser, Howard
Tousignant, Amele
Wilson, Lillian
Wilson, George
Wall, Rachel M.
Walkden, Hubert H.
Whitney, Estella M.
Wilkinson, Della
Woodbury, Bertha
LeClerc, Corine
LeClerc, Antoinette
Lord, Philip
Milot, Rosa
Miller, Everett
Murray, Marshall
Osgood, Charles
Rockwell, Percy Rockwell, Webster Sanborn, George
Shattuck, Stella Smith, Russell
Sutherland, Beatrice
Spillane, William
Helie, Lucien
Houle, Elvina
Jenkins, Justin B.
Lord, Marion
Roll of Honor, September, 1905 to March, 1906.
ONE TERM.
Banister, Seth
McCarthy, Catherine L.
Blaisdell, Chester E.
Mills, Ethel
Boucher, Florence
Mills, William
Boucher, Leda
McMaster, Hubert
Buckingham, Edw.
LeClerc, Corine
Burnham, Frederick W.
Osgood, Alberta
Cantin, Albert
Perkins, Elsie May
Perkins, Mirick T.
Day, May E.
Prinn, William
Davis, Willie
Provost, Mary
Eaton, Mabel F.
Fletcher, Lewis S.
Healy, Chas. Leo.
Sweetser, Everett
Sweetser, Waldo
Healy, John
Sears, Anna
Hunt, Maud
Sleeper, Walter
Houle, Elzior
Symmes, Paul
Hildreth, Leon
Symmes, George
Jenkins, Justin B.
Sullivan, Margaret
Gilson, Wm.
Sullivan, John
Kenneally, Katherine
Seavey, Marjorie
Kimball, May
Sanborn, George
Lorman, Lydia
Savoir, Anna
Lorman, Martha
Walkden, Hubert H.
McCarthy, Wm.
Woods, Chas. E.
Wilkinson, Della
TWO TERMS.
Bicknell, Leroy E. Boucher, Leo Charlten, Henry
O'Harra, James Prinn, Carrie Spinner, Elizabeth
Cann, May
Rafferty, James Sweetser, Howard
Healy, Margareta M.
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Gower, Francis Kimball, Rachel Kimball, Elizabeth Healy, Henry Healy, Nellie
Spinner, Edith Steel, Walter Tallant, Albert Wall, Rachel Wilson, George Whitney, Minnie A
School Calendar, 1906-1907.
SPRING TERM -- Begins March 19, 1906; closes June 8, 1906. Term's length, 12 weeks. FALL TERM-Begins Sept. 3, 1906; closes Nov. 23, 1906. Term's length, 12 weeks.
*WINTER TERM-Begins December 3, 1906; closes Mar. 1, 1907. Term's length, 12 weeks. SPRING TERM-Begins March 18, 1907; closes June 7, 1907. Term's length, 12 weeks.
ACADEMY.
SPRING TERM-March 19, 1906 to June 22, 1906. FALL TERM-September 3, 1906 to November 28, 1906. *WINTER TERM-December 3, 1906 to March 8, 1907. SPRING TERM-March 18, 1907, to June 21, 1907.
*Recess of one week, from December 21 to 31.
Extracts From Statutes - Revised Laws.
Chapter 43.
Section 11. The several school teachers shall faithfully keep the reg- isters of attendance daily, and make due return thereof to the school com- mittee, or to such person as the committee may designate. No teacher a public school shall receive payment for services for the two weeks preced- ing the close of any term, until the register, properly filled up and com- pleted, is so returned. All registers shall be kept at the schools, and at all times during school hours shall be open to the inspection of the school com- mittee, the superintendent of schools, the truant officers and the secretary and agent of the board of education. In reckoning the average member- ship and the percentage of attendance in the schools, no pupil's name shall be omitted in counting the number of persons belonging to the school and the number of absences of such persons until it is known that such pupil has withdrawn from the school without intention of returning or, in the absence of such knowledge, until consecutive days of absence have been recorded; but the foregoing provision for computing the average membership and the percentage of attendance shall not affect proceedings against habitual truants, absentees or school offenders, or other persons, under the provisions of section one of chapter forty-four and sections three, four and five of chapter forty-six. A pupil who is not present during at least half of a session shall be marked and counted as absent for that session.
Chapter 44
Section 1. Every child between seven and fourteen years of age shall attend some public day school in the city or town in which he resides dur- ing the entire time the public day schools are in session, subject to such ex- ception as to children, places of attendance and schools as arc provided for in section three of chapter forty-two and sections thrce, five and six of this chapter. The superintendent of schools or, if there is no superintendent of schools, the school committee, or teachers acting under authority of said superintendent or committee, may excuse cases of necessary absence. The attendance of a child upon a public day school shall not be required if he has attended for a like period of time a private day school approved by the school committee of such city or town in accordance with the pro-
32
visions of the following section, or if he has been otherwise instructed for a like period of time in the branches of learning required by law, to be taught in the public schools, or if he has already acquired such branches of learn- ing, or if his physical or mental condition is such as to render such attend- ance inexpedient or impracticable. Every person having under his con- trol a child as described in this section shall cause him to attend school as herein required; and if he fails for five day sessions or ten half day sessions within any period of six months while under such control to cause such child, whose physical or mental condition is not such as to render his attendance at school harmful or impracticable, so to attend school, he shall upon complaint of a truant officer and conviction thereof, be punished by a fine of not more than twenty dollars. Whoever induces or attempts to in- duce a child to absent himself unlawfully from school, or employs or har- bors a child who, while school is in session, is absent unlawfully from school shall be punished by a fine of not more than fifty dollars.
Section 6. A child who has not been vaccinated shall not be ad- mitted to a public school except upon presentation of a certificate signed by a regular practising physician that he is not a fit subject for vaccination. A child who is a member of a household in which a person is ill with small- pox, diphtheria, scarlet fever or measles, or of a household exposed to such contagion from another household as aforesaid, shall not attend any pub- lic school during such illness or until the teacher of the school has been fur- nished with a certificate from the board of health of the city or town, or from the attending physician of such person, stating that, in a case of smallpox, diphtheria or scarlet fever at least two weeks, and in a case of measles, at least three days, have elapsed since the recovery, removal or death of such person, and that danger of conveying such disease by such child has passed.
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