USA > Massachusetts > Middlesex County > Westford > Town of Westford annual report 1908-1913 > Part 20
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2. Slovenly Work in School, in at least 75 cases out of 100, may be traced directly or indirectly to some teacher, usually the present one. I have seen many schools where slovenly work has been done, entirely transformed in a single term by another teacher. I have seen the opposite result; a school of careful, precise workers degenerated into indifferent and slovenly drones.
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It is another matter when the pupil is a mental or physical defective; but such a pupil should not be punished for what he has no power to correct. As for other children the correction of the habit of slovenly work lies within the teacher's power. For the fault of the teacher no pupil should be punished.
3. Occasional naughtiness can never be permanently corrected by keeping after school. Cases of incorrigibility should be dealt with more severely than by retaining after school, and then only to save the school from the bad influences of one or two pupils. A word of kindly caution, at the time any dis- ordiliness occurs, usually suffices to bring the pupil into working attitude, all in the correct spirit. The teacher who begins keeping pupils after school usually finds more and more in the room after school hours as the year progresses. This is proof, to my mind, that the custom has no permanently good results.
4. Some pupils ask to stay after school for help. They early learn to depend upon others and never experience the strong exhilaration that comes from self-reliance. Later on they either lose interest altogether in the work or join the army of those who know how to "work" their teachers for good marks.
5. The most serious objection, however, to keeping children after school is, that parents never know when to expect them home. The schools, standing in the relation of parents to the child from the time he leaves school until he arrives home, should recognize the possibility of danger, from a moral standpoint, in the child's dallying along over country roads with another child or other children. The parent should know, to a minute, almost, when to expect the child home. The child could not then offer the excuse, if he came home late, that the teacher kept him after school-for some indefinite time. I have known children to dally along and offer this excuse, falsely. To the opportunity for wrong doing is added the enormity of falsehood, and the child is soon on the downward road where it will be difficult to check him. The one moral function of the school that predominates over all others is to eliminate the opportunity to do wrong, and it should be held responsible for immoral acts only when it gives the opportunity for them.
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I have been thus explicit in my presentation of this matter because I think that the parents as well as the committee and teachers should know how I feel concerning certain phases of school work and my reasons therefor. No hard and fast rules can be allowed to govern any case, however; each should be settled on its own merits and with all reasonableness, holding the ultimate good of the child in mind at all times.
PROMOTIONS.
Many pupils who are now not likely to be promoted or who will be promoted with a very low rating were recently reported to me by the teachers in response to my request for this in- formation. I believe this information belongs to you, and insert the following table for this purpose, showing the distribution of these backward pupils through the grades:
Grade 1 2 3 4 56789
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11 12
No. 29 5 1 14 5 6 6 2 4 1
2 1
More than one-third of the number reported, as you will see, are in grade one. I believe this is due to the fact that children enter as early as five years of age and are very irregular in attendance. At this age we cannot compel them to attend school and we cannot reasonably expect them to get out in severe weather. Besides, many are mentally so immature that the first year's work is accomplished with painful slowness and generally unsatisfactory results.
I recommend that the age of entrance into the schools be set at six years, exceptions being made only in the case of children whose sixth birthday shall occur before the end of the fall term of school.
In order to reduce the number of non-promotable pupils in June, I am sending to the parents of such pupils a special report showing the situation clearly and asking for their co-operation. I realize that about the only help the parents of first grade children who are likely not to be promoted can give is in the matter of regularity in attendance. But in the intermediate and
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higher grades the parents may assist very materially. They may see that a little home study is done, that no other interests are allowed to interfere with the school work, that the teacher is supported in every endeavor to help the child, and that the child attends regularly. One result of such special notice will be to save us from the charge that the parents have not known the situation and therefore could not prepare for it. With the hearty co-operation of the parents many of the higher grade pupils may yet get through with credit who might otherwise fail.
I rather favor a system of partial promotion, where a child advances as rapidly as he is able in such subjects as he under- stands readily, taking as much time for the difficult subjects as will assure their being done thoroughly. This would necessitate work in two rooms in some cases, but so few pupils in a building would be taking the work in this way that no inconvenience would result. Pupils would thus advance by subjects rather than by grades, and when certain required work was finished admission to the academy would be allowed. There would then not be the temptation to pass a pupil on before he were thoroughly prepared for promotion. For instance, relying upon a system of averages, a pupil might drag a failure in arithmetic into the next higher grade through the sheer force of high marks in all his other subjects. The proper thing for such a pupil to do is to go on in all subjects except arithmetic, and take that subject with the grade below.
Where a pupil is manifestly below grade it is a wrong to him, to teacher, superintendent and school committee to let him go on. He should repeat the work. To do otherwise is to menace the confidence of the community in the school. The community wish the standards of the schools to be kept up and the only way to keep high standards is to have them and adhere to them. A grammar school graduate, who is deficient in the common branches, advertises to the community the lowering of the standards to let him by. It might have been the last year of his school life, or the sixth or the fourth that the wrong against him was permitted-but the wrong against the school and against us, its executive officers, did not appear until his deficiencies ad-
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vertised it. We who are directly responsible for the schools to the community must be very careful not to risk our professional reputations by letting the lazy and the deficient through.
A request for a double promotion after the completion of the work of grade four should be granted only after the most careful investigation. The pupil's age, health, past record, present application and even his future plans should be carefully con- sidered. Important principles underlie the structure of each grade and in the logical sequence of the grades cannot be omitted without serious consequences unless in the case of an exception- ally strong, able child, mentally and physically. Grades two or four might be omitted by many pupils who have been faithful and efficient in grades one or three without serious loss of either material or power; but the average pupil requires all the grades in order to complete the work at the top satisfactorily.
THIRTY-EIGHT WEEKS FOR COMMON SCHOOLS.
The average length of the school year in this state is thirty- eight weeks. In an eight-year course we are trying to do, in 288 weeks, what other towns are doing in 304 weeks. When we consider that in many places the course is a nine year one we begin to appreciate our handicap, and to realize the urgent necessity for a longer school year. I recommend that the spring term close June 16th, instead of June 9th, as per the school calendar, and that, beginning September, 1911, the year be lengthened to thirty-eight weeks.
ONE SESSION FOR NABNASSET SCHOOL.
Inquiry reveals the fact that only four pupils at Nabnasset habitually go home to dinner. The hour and a quarter inter- mission at noon is filled with the disorderly, boisterous and sometimes malicious pranks common to school children not under immediate restraint. Should school open at 8.45 and close at 1.45, with an intermission of twenty minutes for lunch
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at noon, no time would be lost from regular school work, and the opportunity for mischief would be eliminated. I recommend that such a change be authorized.
AGE AND SCHOOLING CERTIFICATES.
Between November 1, 1909 and November 1, 1910, twenty- six of these certificates have been issued in this Town-sixteen to children fourteen years old, and ten to children fifteen years old.
The age and schooling certificate was amended in 1910, by adding :- "I further certify that in my opinion (or in the opinion of. the physician by whom said minor has been examined in accordance with section fifty-eight of the above chapter) he (or she) is in sufficiently sound health and physically able to perform the work which he (or she) intends to do."
We are using a transfer card system containing all the in- formation necessary to be known about the child during the time he is in school, on one side of which it is designed to have the school physician's report of the physical condition of the child each year, with the further certification, after the child has reached the fourteenth year, that he is physically able to work, or not able, as the case may be. Upon this report which is a part of the record of the school the superintendent or one appointed by him to issue the certificates may base his opinion as to whether or not it is best to issue them; except when illness has intervened between the last school record and the demand for a certificate, when a special examination should be required. I recommend that this record be made a part of the school physician's duties.
THRIFT.
One of the subjects authorized to be taught in the public schools (Acts of 1910) is "Thrift."
The child should be taught, by doing it, how difficult it is to earn a dollar; by saving it, how it may be made to grow; or,
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spending it, the relative merits of the different things it will purchase. The opportunity for earning it, a cent at a time perhaps, may be furnished by the home or the community; for saving it, by the institution of the School Savings Bank, either under the direction of the School Committee or some local organization; while instruction in the relative values of the things a child needs and the things he can get along without may be provided in the schools. And I herewith invite your attention to the matter of a School Savings Bank, ask you to investigate its merits, and if convinced of its value, authorize its introduction into your schools, either through the necessary expenditure of seven or eight dollars per year of the Town's money, or through some local organization which will cause the schools to be visited by an authorized agent at stated periods for the purpose of collecting the children's cents or nickles or dimes, as the case may be, without solicitation further than a reasonable explanation of the purpose of the visit from time to time. The money so collected will be deposited to the individual pupil's credit in some Savings Bank, and the child will be given stamps as evidence of the money brought in, until enough has been brought to entitle him to a bank book.
WESTFORD ACADEMY.
I ask you to carefully read Mr. D. E. Coggeshall's report of Westford Academy, as its Principal since September, 1910. I heartily commend the attitude he has taken in the several matters therein discussed. The only change that has been made in the curriculum is the introduction of an agricultural course ; but this is an important change if we may accept the activity in educational circles and legislative halls looking toward agri- cultural education as evidence. Athletics in Westford Academy have advanced rapidly under Mr. Coggeshall's enthusiastic direction, and a school paper is surely coming to give expression to the intellectual and literary life of the school. With the present efficient corps of teachers the Academy should expand in new features and inwardly yield stronger work.
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MUSIC AND DRAWING.
The purpose of music and drawing is not primarily to make artists or professionals of our children; and only a small pro- portion will ever use either for commercial purposes. They are to train ultimately to a better appreciation of the beautiful and ennobling in art and music, and in a practical way to a more universal demand for the beautiful in home surroundings and in the appearance of public grounds and highways. The school- house should be the most attractive spot in the Town. A surrounding lawn of sufficient width to give the schoolhouse a charming setting, with walks bordered by shrubbery or small garden plots is an essential feature in any plan to improve the appearance of the building. The schools at Westford Centre are specially favored in this particular. If children come to be accustomed to the beautiful and the ennobling they seldom fail to find satisfaction in the best when they go out into the world, and for them the unlovely and the low have no attractions. They naturally, or rather habitually, gravitate toward the highest expressions of art, music, literature and character, in whatever situations of life they may find themselves and are quick to detect the true and the false, the real and the sham. The greater the interest the teachers take in these special depart- ments of music and drawing, the better the results obtained. Of necessity much of the real hard work in these subjects must be done by the regular teachers, and it must be done regularly and faithfully and as laid out by the supervisors, or the best planned work will result in failure. In most cases the results obtained are most commendable. For a detailed report I refer you to the reports of the Supervisors of Music and Drawing which follow mine.
SCHOOL AND LIBRARY.
This year the plan of sending books to the school from the Public Library in large lots has been extended to Forge Village and arrangements have been made to include Graniteville. I
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wish publicly to express my appreciation of this great service in the interest of our school children. The influence of the Library upon the Town is greatly increased, for children who otherwise might see few books other than school books have now all the advantages of children more favorably situated or conditioned.
The actual circulation of library books in the schools is shown by the report of Miss Bunce, recently submitted:
William E. Frost School, Sept. to Feb. 1, 1911 424
Parkerville School, May to Feb. 1, 1911 509
Forge Village School, Nov. to Feb. 1, 1911 286
1,219
The pupils of the Wm. E. Frost School living at Westford Centre are not included in this list, for they take books directly from the Library.
THE PALMER METHOD OF WRITING.
The introduction of the Palmer Method of Writing into the Wm. E. Frost School is proving a decided success, not only from the standpoint of increased skill in writing, but from the extremely interesting possibilities of team work under the spur of interest. There has been demonstrated, in this school, through this one subject, what may be reasonably attempted in all the subjects of the curriculum, and how it may be done.
CONCLUSION.
In conclusion, let me thank the teachers for their kindly spirit of co-operation, and you for the helpful attitude you have taken toward the schools and my work in them.
Respectfully submitted,
Westford, February 9, 1911.
FRANK H. HILL.
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REPORT OF WESTFORD ACADEMY.
Mr. Frank H. Hill, Superintendent of Schools:
My dear Mr. Hill :- I hereby present the report of Westford Academy for 1910-11.
We have registered sixty pupils this year in Westford Academy. The attendance has averaged a little less than 97%. This is a good showing in comparison with the attendance of most Massachusetts High Schools, but it is much too low, when we consider that a majority of absent marks are unnecessary. The continued absences of many of the pupils of the Academy will very likely lead to non-promotions.
We are asking the parents of the Academy students to send us written excuses for absences, and we wish to thank the parents for co-operating with us in this matter.
The school is now run on a two course plan, an English course and a Latin course. The Latin course is designed for students who expect to take an academic course in college, while the English course is designed for students preparing for technical schools and commercial schools.
It is hoped that parents and citizens generally will visit the school and know by personal inspection what the pupils are doing. It would be a source of encouragement to both teachers and pupils.
The teachers of the Academy would like to have it under- stood more thoroughly than it seems to be at present, that students of this school are recommended for the diploma of the school according to a graded ranking system, and not by any system requiring a certain number of years of attendance.
The boys of the school have organized themselves for all athletic interests into an Academy Athletic Association. The association is well conducted by the boys, and exerts complete control over the various teams.
The lady teachers have organized a gymnasium class which is open to all the young ladies of the school. It is hoped that this will be continued.
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Arrangements have been made with the publishers of The Westford Wardsman, to publish semi-monthly a school paper for the Academy, as a part of the regular issues of The Wardsman. The Alumni should help us to continue this paper, and to make it of real literary value.
The spirit of the school is good, and the writer has never taught in a school where as large a percentage of the pupils could be placed on their honor, as in this school.
If anything has been done this year to improve the con- dition of the Academy due credit should be given the lady teachers of the school. Miss Norris and Miss Lawrence have been untiring in their efforts for improvement.
Respectfully submitted,
DEXTER E. COGGESHALL, Principal.
REPORT OF SUPERVISOR OF DRAWING.
Mr. F. H. Hill, Superintendent of Schools:
Dear Sir:
I herewith submit the report of the Supervisor of Drawing for the Town of Westford.
In the primary grades, the work has been the same as last year; the drawing of simple forms, to gain control of the hand, and make it do as the mind dictates. A child writes poorly, not because he does not know a good letter when he sees it, but because he cannot make his hand form a good letter. Therefore, control of the hand is necessary, and much time has been spent, in drawing straight lines in various positions, circles, ellipses, and ovals, to gain control of that hand. These various forms were reviewed, and a new interest obtained, by drawing various natural forms which involve them. The straight lines were reviewed in drawing the background and the border-lines for
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the above drawings. Other work has been done to stimulate the imagination, and teach the pupil to be resourceful.
In the intermediate and grammar grades, the study of color has been taken up; and, after working it out, applying it to a color scheme for dress and also for room furnishings. Some very good work was done along these lines.
Nature drawing was taken up, both for the accurate repre- sentation of the parts of the plant, and for the artistic disposition of the plant forms within a given space. More time was spent in the study of the common geometric solids. Various forms were developed in the various grades, after a study of pattern development, and then working-drawings were made, each pupil using his own model.
The work before Christmas was composed of various forms to be made of cardboard and of cover-paper. These forms were planned by the pupils and worked out by them. Each problem was to be original and of some practical value; this tends to strengthen and develop resourcefulness in the pupil.
Much time and energy has been spent in trying to overcome the natural tendency towards inaccuracy and carelessness. This is one of the greatest difficulties in the way of getting good results and I feel that a great deal has been done in the way of improvement along these lines.
In the various schools the work has gone ahead remarkably well; for which fact, much credit is due the Superintendent, the Committee, and the teachers.
Respectfully submitted,
January 24, 1911.
F. W. BRACKETT.
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REPORT OF SUPERVISOR OF MUSIC.
Mr. F. H. Hill, Superintendent of Schools:
Dear Sir:
In this my second report of the music department of the schools of Westford, I am glad to say I feel much encouraged by the gain we have made in the year past. We have been working for a better quality of tone and I am gratified with the result secured in most of the rooms. An old pedagogical saying I find very true, "As is the teacher, so is the class."
In the first grade care is taken to help the monotone voices. These children are seated in such a way during the music lesson that they may hear the pure tones of the other children and are taught to listen carefully before attempting to sing. There are very few voices that will not yield to this treatment during the first year. Much time is devoted to rote singing, simple exer- cises, and oral dictation, to insure purity of tone. In the second term a start is made in reading from the staff, which is developed in the second grade with exercises and scales. In this grade we have added a little book, "Individual Sight Singing Melodies," which is working very well and is much enjoyed by both teachers and pupils. It paves the way for the more difficult material which the regular books of the music course used in Westford contain. Right here I want to say, I should strongly recommend a series of charts being adopted, especially through the inter- mediate and upper grades. The material found in the books in use is not sufficient unless the school is fortunate enough to have grade teachers having a thorough musical education, and this is not often the case. My experience has been that the usual normal school training does not enable a teacher to properly illustrate at the board the different chromatic progressions, the different rhythms, etc., that every child must know before he can open a music book and read at sight, in time and tune the page he sees before him. It is not to be expected that every grade teacher should be able to do this. I should be glad to meet the teachers and help them, but scattered as the schools are, this is impossible. I have in mind a series of such charts where a
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teacher can turn to a certain page and feel she can show the class just the illustration she needs, correctly presented.
The music in the Academy progresses very slowly. Under the present arrangement we have but one music period a week. In the case of choirs, where there are trained musicians, no director thinks of having less than one rehearsal, which consumes at least two hours. If this is necessary for trained singers, how, then, can artistic results be expected from children in the Academy with the forty-minute allowance. What we need is to sing a little every day, or at least two or three times a week. However, most of the pupils have worked faithfully, and I feel they have done well in the time given.
I wish to thank the Superintendent for his co-operation, and the grade teachers for their assistance in advancing the work to the end we would all see.
Respectfully submitted,
February 4, 1911.
MARY B. RAYNES, Supervisor of Music.
REPORT OF MEDICAL INSPECTOR.
Gentlemen of the School Committee:
I respectfully submit the following report concerning the schools of Westford, for the year ending February 1, 1911.
I have visited the various schools and have made the usual general examination of all the pupils to determine their condition as to their fitness to attend school, as to any disease tending to interfere with their or others' school work. I have also made various calls to the different schools either at the call of the teacher, Superintendent or the teachers. During these inspec- tions I examined six hundred pupils and found the general health and condition of the schools as a whole showing improve-
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ment. I found the following cases of contagious or infectious diseases:
Three cases of ringworm of the body.
Two cases of ringworm of the scalp.
Six cases of adenoids.
One case of chorea.
One case of Fuedrick's disease.
Twelve cases of scabies (itch).
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