USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1908-1913 > Part 12
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A number of foreign born children between twelve and six- teen years of age who cannot speak English are attending school in Forge Village and Graniteville. The interests of such children are very poorly served by placing them in primary rooms. They need instruction in speaking English as well as in reading. The ordinary day school methods of instruction presuppose a speak- ing knowledge of English and in justice to the majority cannot be materially modified for the benefit of the few non-English speaking pupils in the class. There are also other reasons why the
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presence of these pupils in primary class rooms is undesirable; a large share of the primary work does not appeal to them, for they justly regard it as beneath their dignity; they are em- barrassed, awkward, and not out of place among the younger children, and do not progress as rapidly as they would under more favorable circumstances. There are other pupils who through lack of ability or by reason of unfortunate circumstances are so much behind children of their own age that they need individual attention and would do better school work if they were under the care of a special teacher.
The primary rooms at the Cameron School are very full, and if more foreign children come to us there seems a sufficient reason for opening a special room at that school for the above class of pupils in which the methods of the evening school may be carried out.
In this connection a class might be arranged by the co-oper- ation of the Abbott Worsted Company and the State Authorities which should be open to the boys in the mill, and their places be taken by the older boys attending the morning session. This half time system would seem to offer advantages upon both sides and work toward the solution of a vexatious problem.
The attendance at the Cameron School deserves special mention. It has steadily increased, and in no room did it fall below 97 per cent. in December, reaching 99.2 per cent. in the grammar room. In the other schools the percentage is decidedly less satisfactory. In the primary grades children are allowed to remain at home for apparently trifling reasons. All parents should realize that regular attendance is essential to satisfactory progress.
MEDICAL INSPECTION.
Acting upon the suggestion that some definite rules be drawn governing the Medical Inspection the following was passed by the School Committee at their meeting February 2d.
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Rules Governing the Medical Inspection of the Public Schools of the Town of Westford, Mass .:
1. A school physician shall be appointed by the School Com- mittee at its regular meeting in May.
2. The school physician shall serve for the term of one year, or until his successor is appointed.
3. The school physician shall at least once in the school year separately and carefully examine every child to ascertain whether he is suffering from any disability or defect tending to prevent his receiving the full benefit of his school work, or re- quiring a modification thereof in order to prevent injury to the child or to secure the best educational results. Notice of such conditions shall be sent to the parent.
4. Teachers shall co-operate with the physician and shall refer to him for examination and diagnosis every child returning to school without a certificate from the Board of Health, after absence on account of illness or from an unknown cause, and every child in school who shows signs of being in ill health or suffering from infectious or contagious disease (unless the cause is such as to call for exclusion before the arrival of the physician).
5. The school physician shall keep a record of the dates and results of his examinations.
6. The following infectious diseases shall be excluded from school without delay either by the teacher or the school phy- sician, and the children sent to their homes; the parents, the Board of Health and the School Committee should be notified at once: Smallpox, scarlet fever, measles, chickenpox, tuberculosis, diptheria, tonsilitis, whooping cough, mumps, scabies, or trachoma.
7. The following contagious affections are to be tempor- arily excluded by the school physician until under treatment: Pediculosis, ringworm, impetigo, acute coryza, acute conjuncti- vitis. In such cases the pupils should be instructed to report at school after three days, and if then found to be under satis- factory treatment may be allowed to attend; but if still excluded for failure to begin treatment, and the pupil continues to stay away the case shall be reported to the Truant Officer and if necessary taken to court for judgment.
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S. When the school physician finds a child to be suffering from any disease or defect, he shall make out a card containing the pupil's name, school, grade and his diagnosis and advice. This shall be kept by the teacher and a copy sent to the parent or guardian in a sealed envelope.
9. If any infectious disease of the nose or throat is suspect- ed, the school physician shall take a swab to be sent to the Board of Health for examination.
10. The school physician shall make whatever inspections, in addition to the above, as he decrees necessary to secure the proper condition of health in his schools, and shall have authority to close any school where, in his judgment, an epidemic is threat- ened. Notice of such action shall be sent to the Committee and Superintendent.
11. A report shall be made by the school physician in February of each year, of the number of pupils examined; the number of negatives; the number excluded; the number recom- mended for treatment or special adjustment of work and the diagnosis of such cases.
12. Under no conditions shall any controversy be carried on among teachers, physician or parents. Wherever the neces- sity for the continued exclusion of the child is brought into question, the case shall be referred to the Superintendent or Committee.
13. Each teacher shall at least once in every school year separately and carefully test every child in her room, to ascertain whether he is suffering from defective sight or hearing; and in case of defects of sight or hearing requiring treatment, notice shall be sent to the parent or guardian. A record of all defectives shall be sent to the Superintendent.
14. No child shall attend school who has not either been vaccinated or furnished a certificate of exemption signed by the school or family physician. In case of exclusion for failure to comply with the law, the Truant Officer shall proceed against the parent after three days' absence.
The compulsory eye and ear tests conducted throughout Massachusetts in accordance with the State law, show that
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23 per cent. of the children have defective vision, and 6.3 per cent. have defective hearing. The last tests for this Town show the following results:
Number of pupils examined, 460.
Number with defective sight, 51, or 11 per cent.
Number with defective hearing, 31, or 7 per cent.
The response to the notices sent to parents has not been as good as it should be. That defective eyesight, enlarged tonsils, or adenoids are responsible for much of the retardation of pupils is an established fact. To require a child to do what he is unable to do by reason of physical defects is cruelty. The results in those places where proper examinations have been made, show most alarming conditions. In New York City in a school for so-called incorrigibles-the truants, the idle, the stupid, the troublesome-150 in number, all were found on examination to be defective physically. One hundred thirty-seven had adenoids or enlarged tonsils, or both. These were operated upon, and in six months 76 of the 81 operated upon first were re-examined and without exception it was found that they had been promoted and were doing well in their advanced grades.
Parents should give immediate attention to the physical condition of their children, and give all possible aid to the schools in following the suggestions of the teachers and the medical in- spector. · In cases where parents feel unable to bear the expense of operations for adenoids or enlarged tonsils, or for careful ex- amination by an oculist, the town should attend to the case under the appropriation for medical inspection.
The common drinking cup still exists with us. This should not continue. A drinking glass used in a school for nine days was recently examined under a microscope and here is the report: "The human cells scraped from the lips of the drinkers were so numerous on the upper third of the glass, that the head of a pin could not be placed anywhere without touching several of these bits of skin. The saliva by running down on the inside of the glass had carried cells and bacteria to the bottom. By counting the cells on fifty different areas on the glass it was estimated that the cup contained over 20,000 human cells or bits of dead
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skin. As many as 150 germs were seen clinging to a single cell and very few cells showed less than 10 germs. Between the cells were thousands of germs left there by the smear of saliva deposit- ed by the drinkers. Not less than 100,000 bacteria were present on every square inch of the glass." Many towns are now supply- ing individual paper cups and paper towels. This would seem economy in the long run, as the absence due to contagious disease is costly.
The common towel is perhaps as undesirable as the common drinking cup. The cost of furnishing paper towels is so small that towns are finding this more economical than laundry bills.
For some time objections to the present system of marking have been urged. At the last meeting of the Massachusetts Superintendents' Association the matter was freely discussed, and the result was a strong plea in favor of a change in the system. The present system presents several objectionable features:
1. No teacher can hope to mark all her pupils with abso- lute accuracy. The teacher who depends upon her general im- pressions, and records the marks of each pupil once a week, will frequently be deceived. A pupil who makes a poor recitation just before the time for the marks to be recorded, will be apt to receive a mark lower than he deserves; on the other hand, the pupil who is generally poor, but who makes a good recitation just before the marks are recorded, will be apt to be marked higher than he deserves. Teachers who, in the effort to avoid the possi- bilities of such errors, record their marks after each recitation, place an impassable barrier between themselves and their pupils. This habit of noting critically every imperfection, marking coldly every error, may tend to make an accurate marking machine, but it precludes the teachers' doing the kind of work our best teachers desire to do; it cuts off all chance of her giving hope, encouragement or inspiration to her pupils.
2. A pupil's success in his studies depends upon two factors: (a) Natural ability and (b) effort. A pupil fortunate enough to be born with a superior mind, should not have the conviction forced upon him by the marking system, that is he better and more worthy than his less gifted associates. Nor, on the other hand,
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should a pupil of medium ability be made to feel that he is less highly esteemed because of conditions wholly beyond his control. Both should be taught in every way possible that to use one's powers faithfully, be they great or small, for worthy ends, is the only honor; and to fail to use them is the only disgrace. The present system of marking makes it extremely difficult, if not impossible, to make these truths clear to the child-mind.
3. The present system opens wide the door to petty jeal- ousies among children, leads to misunderstandings between child- ren and teachers, and between parents and teachers. It is prob- able that more than half of all the friction between pupils and teachers, and between parents and teachers can be traced to the report card. Many a pupil has lost interest in his work and left school, because he has felt that he has not received the mark which he deserved.
4. The mark is far too often made so prominent in the child's mind, that the real thing for which it stands is entirely shut out from view, and the pupil comes to work for marks, rather than for an education. The "A" becomes the only conscious aim of the child's endeavor. Accumulation of facts, rather than power to do, then becomes sole object of his effort. No worthy work can be done in pursuit of an end so unworthy. To use a mark either as a threat or as a bribe is to do an injustice. To appeal to pride and fear, so largely during the formative years of a child's life, is to cut off all chance of instilling in the minds of the future citizens of our republic, the high sense of duty which our schools should engender.
5. Experience has shown very clearly that children, whose natural and wholesome appetites have never been perverted by a false taste for marks, do not need then. Nowhere in the school course do we find such eager, enthusiastic workers as in the grades where marks are unknown; and nowhere do we find the lack of these qualities in so marked a degree as in the upper grades, where marks have been longest in use.
6. The last objection to the present system is not urged primarily out of consideration for the teachers, but out of con- sideration for the pupils. The mere mechanical labor of posting
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up marks and making out reports consumes an enormous amount of valuable time and strength, which might better be used direct- ly for the benefit of the children.
For the past year a new system of marking has been tried at the Frost School. This system is essentially as follows:
1. Marks in scholarship are recorded by the teacher once a month. This record is to be kept as entirely private and should not be shown the pupil.
2. Once a month a report card showing: (a) Statistics of attendance-sessions absent, times tardy, times dismissed; (b) List of studies pursued; (c) A plain simple statement by the teacher in regard to the work of the pupil for the month is sent to the parent.
3. In addition to the regular report sent home once a month, a special report is sent home the moment a pupil falls below a proper standard in any subject. In this way, the parent is kept informed immediately of any deficiency.
4. Much of the written work in all subjects is kept on file and may be sent home frequently for inspection, or parents may see upon visiting the school the character of the work done and note the improvement month by month.
The new system has worked so well that I would recommend that it be adopted for all the schools. The essential part of the systein, which is producing the best results, is the sending home of work and the special reports. To be most effective these should lead to a personal interview between the parent and teacher.
The problem of a closer union between the home and the school is an important one. Very few parents have visited the schools to see what their children are doing, and still fewer have sought to establish friendly relations with the teachers, thus aid- ing them in a better understanding of the children. Every parent should make strenuous effort to come into personal touch with the teacher, and should lend the heartiest support to our efforts to lead the child to appreciate the value of school work.
Our aim is to train our pupils to study for themselves, to look up material connected with their lessons from other sources
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than the regular text-books. The teacher is not in school to carry the children along in their work, but to train them to right habits of thought and to establish power to observe, reason and work effectively. The chief aim is not mere acquisition of knowledge, but the power to think and act along right lines. Thus, by forming good habits, we seek to build up a strong character to make citizens who shall be worthy of the name of Americans
Obedience is the first essential in all school life. It is not for the pupil to question what the teacher says. His business is to act promptly and cheerfully. If having given prompt obedi- ence, he feels aggrieved, no teacher will refuse to explain the necessity for the command when such explanation is sought in a polite manner. In this matter the home can come to the teacher's aid most effectively. Let the parents instill in the child the idea that the teacher's word is law and must be obeyed. Let the parents get in close touch with the teacher and this attitude will become the easier.
The problem of training for future citizenship will seem to be best met by the development of organized play. This line of work is especially essential in such a community as ours, because so many of our children have no opportunity at home for real play. Joseph Lee, "the father of public playgrounds," writes very tersely but instructively on this matter as follows:
"Why have playgrounds? Why? Why does a flower need the light? The child needs a playground because his growth is through activity, through those specific forms of activity, which his nature has prescribed; and because, accordingly, he will never grow up-or will grow up stunted and perverted-if he is denied those opportunities and objects to which his vital, instinctive, and formative activities relate."
The thing that most needs to be understood about play is that it is not a luxury, but a necessity. It is not simply some- thing that a child likes to have; it is something that he must have if he is ever to grow up. It is more than an essential part of his education. It is a part of the law of his growth, of the process by which he becomes a man at all.
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Is play a necessity? Yes, if the boy lives and is whole boy. If he is above ground, and the best part of him has not been starved quite out of him, play there is certain to be, if not in one form, then in another.
Does it pay? Volumes of testimony could be cited to show that playgrounds greatly cut down the amount of juvenile law breaking. Doctors will testify to the necessity of play to health and growth, and to its essential importance as a means of fight- ing the great white plague.
These are pecuniary benefits of no mean order, even if we confine ourselves to the money side of the question.
And then besides, children are worth something in them- selves. That attention to school yard play may aid in the dis- cipline of the school is unquestioned. In one school the record for the year showed 281 cases of truancy and 99 cases of corporal punishment. The school yard had been covered with loam which made it unfit for play in damp weather. The chief rôle of the principal under such conditions quite naturally and easily fell into that of policeman. By covering the yard, used for play, with a mixture of broken stones and sand it was made fit for use. A wooden frame containing four pairs of rings and two horizon- tal bars was errected. From time to time other pieces of appar- atus were added until the equipment included punching bags, medicine and basket balls, shot, skittles, a jumping and vaulting pole, and a race track.
The results secured were remarkable. Truancy dropped to 33 cases. Corporal punishment was essentially discarded. The tone of the school was raised; teachers were brought into closer touch with the children and by increasing their knowledge of them, strengthened their influence over them.
The effect of play upon school work in general is worthy of mention. There is a close interdependence of the muscular and nervous systems. In the development of the race, the ner- vous system has advanced as the muscular system has advanced, and the same has apparently been true of the individual. There can be no well balanced development of the nervous system without a development of the muscular system.
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Teachers who have regularly made use of games in the middle of the session are unanimous in saying that the games re- vived the children, gave an added zest to their study and made them more quiet and responsive. Tests of the amount and accuracy of work done after the afternoon games show a decided gain in favor of the use of games.
In view of such testimony is it not wise to plan for the equipment of our school grounds, and the instituting of organized play under the direction of the teachers?
In a small hamlet in Ohio, of 250 inhabitants, the conimittee has voted $160 to equip the school grounds for play. Can we not do as much for our children?
The work of the Supervisors of Music and Drawing is pro- gressing very encouragingly and I call your attention to the re- ports of the supervisors appended hereto.
In conclusion I wish to acknowledge the faithful co-opera- tion of the teachers, and the helpful support of the committee.
Respectfully submitted,
ARTHUR B. WEBBER.
February 2, 1910.
REPORT OF SUPERVISOR OF DRAWING.
Mr. A. B. Webber, Superintendent of Schools.
Dear Sir :-
I herewith submit the report of the Supervisor of Drawing for the Town of Westford, Mass.
I entered upon the work in September, 1909, after serving under Mr. W. L. Adams, from February to June, 1909, as his assistant.
Number of visits to each school, to date of the present school year,-9.
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Number of teachers' meetings held for special instruction,-1.
In the primary grades little has been undertaken in the way of design or pictoral drawing. Here the work has been chiefly that of training the motor muscles.
1. To train the hand to work with the mind; by mastering the most simple problems.
2. To train the eye to observe and then to record its ob- servations through the hand.
3. To stimulate the mind and the imagination, and to be resourceful; the ideas developed to be worked out through the fingers with pencil; and paper construction with twigs, bits of cloth, clay, etc.
The work in the intermediate and grammar grades has been as follows. Three weeks. were given to the study of color har- mony:
1. That the pupils may appreciate and know how to put together, good and pleasing combinations of color. In the hope that such knowledge would in some degree improve their tastes, influence their choice in the use of colors about them; in their home, in their school and in their dress.
Two weeks were given to nature drawing:
1. In an analytical study of the main parts of the plant; for their application and value in design.
2. In pictorial representation,-involving the principles of good spacing in the disposition of forms within an enclosed space. This requires forethought and study on the part of the pupil and so, should increase the habit of planning a piece of work as well as the appreciation of the beautiful in design.
Four weeks were given to mechanical drawing:
1. For a finer degree of accuracy in workmanship.
2. To construct and understand working drawings of simple objects.
3. For the ability to put upon paper, the accurate plans, or working drawings of their own original models to be constructed later.
The last weeks before the Christmas vacation were given over to construction of the above forms in metal and cardboard,
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involving some skill of hand, as well as the previous careful plan- ning.
I feel that the work as a whole has moved forward as well as could be wished. The greatest difficulty in the way of obtaining the best work, and consequently the greatest problem to be over- come, is that of carelessness on the part of the pupil.
The pupil will NOT do his best if that best requires special effort on his part. This is especially noticeable in mechanical drawing, where exactness is possible. It is also found in the other branches where it is more difficult to contend with.
This fault seems to be quite general above the fourth grade ; but, where the teacher has taken a positive stand, refusing to accept any but the most careful work, it has been overcome almost entirely. The problem of how to do away with this defect entirely and still cover the required amount of subject matter in the time allotted to the drawing is one that is still before us, and to my mind it is a great one.
The high school division deserves special mention for the fine quality of its work and much credit is due its teacher.
At the Cameron and Sargent Schools some very good work has been done in overcoming carelessness. The work at Parker Village is marked by its excellency; while at Nabnasset there is a very marked improvement over last year's work and it is still advancing. The work in some of the grades, part at Graniteville and part at Westford Centre, has been due to the lack of effort on the part of those teachers. This, however, I feel will be overcome and as I previously stated, the work as a whole has moved forward and its success is due in a large part to the efforts of the teachers.
Respectfully submitted,
F. WARD BRACKETT.
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REPORT OF WESTFORD ACADEMY.
Mr. A. B. Webber, Superintendent of Schools, Westford, Mass.
I have the honor to submit the annual report of Westford Academy. The enrollment for the year ending June 25, 1909, was 54: boys 29, girls 25. The average membership was 49.49, the average attendance 45.55, the per cent. of attendance 93.89.
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