USA > Massachusetts > Middlesex County > Wilmington > Town of Wilmington Annual Report 1909-1910 > Part 9
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Again soliciting your kindly assistance, we hope, with the aid of Parents' Club, Personal Hygiene Lectures, reconstructed courses for the High School and close attention to the proper preparation of fundamentals in the lower grades, to reap from our school system the real things for which it exists.
Allow a quotation from a paper presented by Horace Mann on "The Value of Education." He said: "But notwithstanding all I
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have said of the value of education in a pecuniary sense, and of its power to improve and elevate the outward domestic and social con- dition of all men, yet in closing this report I should do injustice to my feelings did I abstain from declaring that, to my own mind, this tribute to its worth, however well deserved, is still the faintest note of praise which can be uttered in honor of so noble a theme, and dwindles into insignificance when compared with those loftier and more sacred attributes of the cause, which have the power of con- verting material wealth into spiritual well-being and of giving to its possessor lordship and sovereignty, alike over the temptations of adversity and the still more dangerous seducements of prosperity, and which-so far as human agency is concerned-must be looked to for the establishment of peace and righteousness upon earth, and for the enjoyment of glory and happiness in heaven."
[SIGNED]
CALEB S. HARRIMAN, ALDEN N. EAMES, EDGAR C. FOLKINS.
Wilmington, Mass., December 31, 1910.
NOTE .- We recommend for the support of schools for the year 1911, including salaries of teachers and janitors, superintendent, fuel, books and supplies, repairs, furnishings and miscellaneous, the sum of $10,500.00.
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RESOURCES
Town Appropriation
. $9,900 00
Massachusetts School Fund
1,127 80
Dog Tax
340 99
Massachusetts Superintendent Account 625 00
Massachusetts High School Account
500 00
$12,493 79
EXPENDITURES
Salaries (Teachers )
. $7,780 34
Salaries (Janitors ) .
852 00
Salaries (School Committee)
150 00
Repairs
602 91
Furnishings
336 90
Fuel
887 91
Books and Supplies
1,006 96
Superintendent
420 00
Miscellaneous .
288 77
$12,325 79
Balance
.
168 00
$12,403 79
EXPENDITURES ITEMIZED
TEACHERS (HIGH SCHOOL)
H. W. Files
. $1,140 00
H. Wing, Jr.
82 50
C. S. Holbrook
550 00
M. F. Merrill .
300 00
A. M. Chadwick
145 00
A. H. Keith
170 50
R. M. Giles
200 00
M. Giles .
200 00
$2,788 00
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TEACHERS (WALKER SCHOOL)
E. Fogg .
$492 10
A. R. Goodrich
27 64
E. Erickson
10 00
B. Alexander
518 00
S. E. Prescott
470 00
K. Andrews
230 00
J. Luce
168 00
$1,915 74
TEACHERS (WHITEFIELD SCHOOL)
C. M. Swain
$288 00
N. M. Haley
446 00
H. A. Swain
252 60
Miss Holland
210 00
$1,196 60
TEACHERS (DISTRICT SCHOOLS)
G. M. Eames (N) .
$332 00
Mrs. A. N. Eames (N)
2 00
J. Luce (S)
264 00
Miss Morton (S) 140 00
N. L. Kincaid (E)
308 00
E. E. Carter (W)
240 00
H. A. Swain (W)
182 00
$1,468 00
TEACHERS (SPECIAL)
M. B. Proctor (Mrs. Counce ) .
$206 00
A. M. Young .
.
206 00
$412 00
$7,780 34
JANITORS
J. A. Taylor
$300 00
Mrs. Babine
. 228 00
Mr. Roberts
·
·
112 00
.
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Mr. Mitchell
$84 00
Mrs. Spalding
32 00
Mrs. Allen
32 00
Mrs. Surrette .
32 00
George Foley .
32 00
$852 00
SUPERINTENDENT
W. N. Cragin .
$375 00
H. W. Files
45 00
$420 00
SCHOOL COMMITTEE
Alden Eames .
$50 00
Edgar Folkins
50 00
Estate R. H. Gowing
50 00
$150 00
FURNISHINGS
H. Wing
$8 00
American Seating Company
328 90
$336 90
REPAIRS
Woburn Machine Company
$27 34
E. E. Carter
21 55
H. M. Horton .
243 05
S. R. McIntosh
310 97
$602 91
FUEL
F. A. Eames .
$671 13
Charles Blaisdell
·
.
·
216 78
$887 91
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BOOKS AND SUPPLIES
A. B. Clark Co.
$1 63
L. E. Knott Co.
90 63
J. L. Hammett Co. 167 15
E. E. Babb Co. 411 14
White-Smith Publishing Co.
10 15
The Parish Choir
2 98
Ginn Co.
4 38
C. C. Berchard & Co.
4 65
D. C. Heath Co.
15 01
Smith Prem. Co.
12 52
Remington Co.
58 75
Oliver Co.
71 53
Royal Co.
75
D. A. Fraser
1 00
Neostyle Co. .
41 75
Hoagland-Curtis Co.
11 47
Am. Book Co.
66 20
Atkinson-Meitzer Co.
3 60
Thompson Brown Co.
25 27
Oliver Ditson Co. .
2 40
Silver, Burdett Co. .
4 00
$1,006 96
MISCELLANEOUS
T. Call
$31 13
J. A. Taylor
12 25
Henry Surrette
1 50
E. C. Folkins .
28 17
E. L. Roberts .
21 70
Alice M. Young
1 50
C. S. Harriman & Co.
1 50
Mrs. H. C. Swain
3 60
Mrs. Kernon
5 80
George W. Taylor
.
·
1 25
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Mrs. Babine
$6 00
Fred A. Lowell
27 25
J. L. Hammett Co. .
6 25
H. F. Miller Sons Co.
15 00
Charles Blaisdell
16 00
M. Steinert & Son Co.
2 50
Mrs. Foley
3 00
E. Caldwell
26 15
Mrs. J. E. Surrette
4 00
Mrs. Carroll
16 45
Alden N. Eames
24 70
Massachusetts Boiler Inspection
2 00
J. E. Kelley
2 90
H. W. Files
1 60
Buck Brothers
21 90
A. A. Hurst
4 67
$288 77
SUPERINTENDENT'S REPORT
TO THE SCHOOL COMMITTEE :
My election to serve as your Superintendent of Schools came late in the Fall after our town schools had been running for more than two months without a responsible head, and I entered upon the work of that office with no anticipation of a "snap." Conditions, as revealed by school visiting and observation, proved to me early that, if a "snap" had been expected, such was not to be had. There was plenty of evidence of much to be done and not over much time in which to do anything before the beginning of the Winter term.
Our experience in the high school during the previous year, and the experience of teachers before me, had led me to believe that there was something wrong with the elementary grades in that they did not prepare as well as they should for the work of the high school grades, and my first task was to determine where the trouble lay, how serious it might be and what remedies, if any, could be de- termined upon.
As a result of these investigations it seemed necessary to pre- pare some detailed course of study for the guidance of all town teachers, that the work in schools of the same grade might be uniform and that school work from bottom to top might dove- tail as it should. Consequently such detailed course of study has been prepared and all our town teachers now have a copy of this course in their desks at school from the specifications of which they can easily plan their daily work and be assured that they are doing the same grade of work as other teachers handling the same grades in other schools. In this connection it should be said that this de- tailed course of study, covering the experience of more than ten years in superintendence and teaching work, is not submitted as a
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perfect scheme, but as a first step toward making our work system- atic and closely co-ordinate. It is certainly true that no second step can be taken without a first.
Early last year it became plain that some provision must be made to bridge over the gap between the work of the eighth grade and the work of the first year in the high school, and with the idea of providing a better preparation for advanced work and to provide some practical instruction for those pupils who should stop school work with the upper grammar grades, a high school preparatory grade was established, in reality, a ninth grade, and pupils who had satisfactorily done the work of the eighth grade were promoted to this new grade, instead of into the high school as had previously been the rule. The pupils of this grade are housed in the high school building and receive the instruction of this year from the high school teachers. This brings the work under the immediate supervision of the principal and superintendent and in this way it is possible to do more than has ever been done. The eight grade sys- tem is all right where conditions are right, where the school boards have legislated that no child under six years of age shall be admitted to first grade school work. Here no such enactments had been made and consequently, with pupils of five and under entering first grade work, the number of pupils who had to repeat grade work made the system short of what it should be. It was found wanting as applied to local conditions.
Another source of trouble had been and would be, as long as teachers left us to take up better positions, lack of some authentic record of work done. A teacher might be taken sick or might be dismissed in the middle of a term, or might, for some good reason, be permitted to leave her work, thus rendering the services of a sub- stitute teacher necessary. A substitute teacher might come in plan- ning to take up work where work was left off, and might plan to cover, in review, work that had already been done. She would find no record of work previously done, no plan of work for that term and would be obliged to go ahead as seemed best. The result has been a mix up. It could not well be otherwise. To do away ef- fectively with this source of trouble, it has been required that all
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town teachers shall keep assignment books, in which shall be record- ed daily plans, all assignments, by pages and otherwise, of applica- tion or book work and such other data as may be of service in case the work of the school shall be broken up. This provision has been made that there be no further chance for trouble.
Another source of confusion and trouble has been lack of uni- formity in text books. Classes of a grade in one school will be using one kind of text, those of the same grade in another school, another kind of text, and those of the same grade in a third school, still another kind of text. The result can be figured out. It there- fore became necessary to make provisions for a uniform system of text books throughout the schools and with that idea in mind the board has adopted the Milne Three-Book Practical Arithmetic and the Dunton-Kelley Language series. There has been left to be pro- vided for, the Geography text, and the Frye geographical texts, pub- lished by Ginn & Co., have the preference.
It would be beyond our resources to try to standardize on all texts in one year. The work of standardization of text books can be provided for a little at a time, or in one branch a year. Whichever system has the approval of those most interested,-the parents, -should be the rule. Provisions have been made to secure a stand- ardization out of the present varied assortment of texts, and the work should be kept up.
Such books have been purchased for use in the high school classes as have been absolutely necessary. And aside from about $40 damage done by mice during the long vacation, the books are in good condition. The ravages of the mice make re-binding of some books necessary.
Considerable attention has been given in years past to the increase in the number of instances of tardiness, and I am pleased to be able to report that during the school year ending in June, 1910, the number of instances of tardiness in the high school were less than half as many as for the previous year, or 105 as against 216. There has been considerable improvement in all the town schools.
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So, too, the matter of home study has come in for its share of attention. It is not the nature of the average boy or girl to make any extra work for himself or herself, and it is necessary to assign tasks to be performed and see to it that these tasks are performed. I have always liked to think that parents did not realize how neces- sary home study is, from its not having been brought to their atten- tion. So I have endeavored to get the co-operation of the parents by means of a home study card system.
These cards, one for each pupil, every two weeks are sent home to parents. On the reverse side of each card the attention of parents is called to the necessity of much home study, and, on the assumption of their interest in the welfare of their children, their aid is asked that this necessary home study may be had. The front of the card calls for a report on the amount of time devoted to serious study each day during the two-week period for which one card is issued. It requested that at the end of the period each parent sign card and return same to the principal, that consistent aid might be given where needed. The response from the parents has been very gratifying.
According to the returns tabulated and worked out from these reports, it would appear that the length of time per da, devoted to home study for the different classes in the high school is about as follows : - for the ninth grade, an average of 25 minutes per pupil per day ; for first year high school students, an average of about 42 minutes per day per pupil ; for second year pupils, an average of about 45 minutes per day ; for third year pupils, an average of about 56 minutes per day, and for the fourth year high school students, members of the graduating class, an average of about 1 hour and 32 minutes per day per pupil outside of the hours of the school session.
I have reason to believe, from these returns and from reports received in person, that there is more home study at this time than there has ever been in the history of the high school. I am still convinced that not enough of it is done. The responsibility of the parents in this particular matter is greater than can be realized, and
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under such conditions, in the event of a pupil's failure of promotion, the responsibility for such failure should never be shouldered off on the teacher.
Here I would say in print what I have so many times spoken that there is a growing need of more school visiting by the parents. During the past year, with four exceptions, former students of the school, three members of the school board and one parent who came into the office in the building on a matter of business, the visitors to our high school have been people from out of town for the most part.
Those of you who depend for reports of conditions in the schools on the immature judgment of pupils, whether your children or not, are likely to get a very poor opinion of all educational pro- cesses. The great majority of school children, old and young, find much to criticise in any system where they are obliged to work. To condemn or approve any methods of instruction wisely and well you must see for yourselves what those systems are. Second-hand information will not suffice. Your criticisms should be based on first-hand knowledge-that knowledge that is gained by visiting and observing for yourself-or never made at all. Hence the need of visiting.
Invitations have been extended to all parents, through the students, to visit; but the parents with whom I have talked have, as a rule, told me that they have been given to understand by their children that visitors were not welcome. Any student who so reports speaks for himself and not for the teachers. You may be assured a welcome to YOUR schools.
The time is coming if it is not already here, when the citizens of the town will have to decide the matter of the consolidated or centralized school. The centralized school is nothing of a theoreri- cal nature-it has passed that stage. As one authority has put the matter, it means " better education for children, greater efficiency, more loyalty, keener patriotism and lower taxes." It seems hard to give up one of New England's pet institutions, the rural school, but it has had its day and the work of improvement in Massachu-
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setts, as in the West, where they have outstripped us, is toward greater school efficiency. The matter should be given serious thought.
Several questions have arisen in the past year in which the school committee has been obliged, reluctantly, to exercise its duties as prescribed by law. No criticism of a personal nature should attach itself to any action of the board unless such action is clearly illegal. One thing that must be taught in our schools is respect for law and constituted authority. In judging of these matters you would do well to consider what might be your own course of action in a case where a right course of action was already prescribed by law for you to follow. It's a safe assertion that you would follow out the legal provisions applying to the case without a great lot of attention to outside pressure. No cases are more vexatious than some of the cases that come up for immediate consideration and settlement in connection with the schools, and a person on the out- side, unacquainted with the material facts bearing on such matters, can not safely say just what course of action should be followed, if not the right. Right is right and wrong is wrong. Let's subscribe to the right whatever the outcome.
In the high school courses, revisions, omissions and modifica- tions are being made with the idea of making the high school what it was intended to be - a source of useful knowledge. It is in- tended to do away with the frills and purely cultural branches and substitute in their stead studies that are calculated to be of practical benefit. Perhaps one citation of such course may serve to illustrate the trend of the whole movement.
For two terms' work in Botany during the Senior year of the high school general course of study, I recommend an optional course in " The Principles of Agriculture," with laboratory work in seed, fertilizer and soil analysis, and practical garden work on the outside. This course would likely be preferred by those boys who have not decided on any particular line of work. While considerations of family pride urge us to send all the students we can into clerical and professional positions in the cities, there are many whom nature
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clearly designed to do well in agricultural pursuits, and in this con- nection, permit me to say that, at this late day, no stigma attaches to the farming profession. It is now a science calling for as much applied science and trained observation as any profession, and is as remunerative, on the average, as any profession ; in the highly specialized departments, more so. It is an honorable and profitable profession. This work would combine book instruction with practi- cal experimental work, and is just the kind of school work that is calculated to train the powers of observation.
In the case of those who desired to take this course in place of Botany, and in other practical optional courses, stress would be laid on the advantages of country life and independence over city life and dependence. When all is considered, no class of people in our broad land is in so great danger of distress as the middle class work- ing on a salary. Changing economic conditions may eliminate them from the list of wage slaves at any time and it is a serious matter when a trained book-keeper, or accountant, or machine operative, or artisan, is thrown on his own resources at forty years of age and beyond. He has then to start all over again. No system of educa- tion can be judged in any other manner than by the way it pre- pares for complete living ; its value cannot be determined in dollars and cents.
It would be impossible in the short space of such a report to outline all possible changes and modifications of the high school courses of study. It is intended to allow as optional courses such studies as will be of practical value. While this topic is being con- sidered it will be well to suggest another branch in which there is lack of adequate instruction, that of Personal Hygiene. Parents do not like to give all the instruction that should be given to their children, assigning as a reason the lack of delicacy, and when you give the question careful consideration, it does appeal as rather indelicate. Nevertheless, it is instruction along right lines, and instruction that every boy and girl should receive from proper sources. The idea is to have the Town subsidize the movement and have instructors, furnished by the Personal Hygiene League, give the instruction, a reputable female physician for the girls and
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a reputable male physician for the boys. This instruction would be given to separate divisions, a division of boys and a division of girls. Parents would be welcomed to such lectures, that some sane way might be settled upon of imparting necessary knowledge to boys and girls without making it indelicate. This is, too, an important matter.
There is maintained in connection with our school work an organization known as the Wilmington Parents' Club, the object of which is to bring the home and school into closer touch and sym- pathy. Its meetings are held once a month in the Assembly room at the high school and all parents and citizens of the town are eligible to membership. It is planned to bring in outside speakers to present for our consideration some different phases of school work. Through the medium of this report an invitation is extended to all parents of the town to enroll. If all parents who are desirous of receiving notices of meetings and programs will send addresses to the superintendent, such parents will receive meeting notices and programs as fast as issued.
Before bringing this report to a close I would like to call the attention of all citizens and parents that any public school's social or athletic activities are subject to the approval or condemnation of the superintending school committee, and if at any time it should become necessary to make hurried changes in some event as adver- tised, it should be remembered that such changes are not made through personal ill will, but rather the consideration of what is best for the school and community is the most important considera- tion.
I am mindful of my responsibilities and would thank all par- ents and citzens who have helped make my official labors pleasant and agreeable. For the members of the board, collectively and individually, I have only words of thanks and I trust that the rela- tions between superintendent and future boards may be as pleasant.
The high school principal's report is, for good and sufficient reasons, incorporated in this superintendent's report.
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I subscribe to the doctrine of the "square deal," and as long as my connection with Wilmington's school system continues I shall always try to be fair-minded, considerate and uniformly just and courteous.
Respectfully submitted, HAROLD W. FILES, Superintendent of Schools.
ROLL OF HONOR
The following pupils have been neither absent nor tardy for the time specified :
ONE YEAR
Ellen Bloomquist
Rose T. McMahon
Lena Carter
Dorothy F. Morse
Percy J. Crowhurst
Frederick Motschman
Lillian E. Dodge
Mary Murphy
Chester S. E. Dodge
Annie Regan
Bernard F. Doucette
Eva M. Rice
Leslie Durkee
Arthur G. Sheldon
Gerald Frazee
Mildred M. Simonds
Samuel Frolio
Charles Skank
Roger L. Ives
Emma J. Stokes
Marion E. Lowell
Joseph E. White
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REPORT OF INSTRUCTOR OF MUSIC
Mr. HAROLD W. FILES, Superintendent of Schools:
Dear Sir: - I herewith submit my report for 1910.
The work in music in all the grades has been nearly uniform the past year. I refer to the work itself, - practically the same amount of work being done in all the schools; the results have varied but little, perhaps with one exception, where the scholars in one room excelled in quality of tone, another room containing the same grades.
The out-schools have done remarkably well. Some think that only a little can be expected from the small school and look to the larger buildings for the best results, but I am pleased to find that the children from the out-districts come far from sinking into a musical obscurity when they mingle with the children of a large building. The success of this lies wholly in the co-operation of the regular teacher and her ability and willingness to continue the work in proper order between the visits of the Supervisor. Where the time is limited and there are important steps to teach, it is difficult to give a great amount of individual attention, it must all be class work, and where there are four and five grades together the work has to be arranged in a measure to help the older scholars. This may have its advantages, for very often I find the youngest in a room obtaining a very fair idea of the work from the older ones ; so none of the teacher's efforts are entirely lost. These observations apply to all the primary grades as well as those in the out-schools.
A few music outlines which were in my possession have been given out. I would suggest having these reprinted in a neater form for all the teachers.
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We need more books in several of the rooms; since Septem- ber, in many cases, two pupils have been obliged to share one book. A crowded and cramped position of body is unavoidable, which is not conducive to good singing. This results in inattention as the lesson progresses, and the children become tired and restless. Rote songs form an important part of the work and act as a recreation from the technical studies and reading of exercises. There is no trouble in finding songs for every occasion, such as Christmas and Memorial Day, and there are trade songs, songs of the seasons and finger plays which appeal to children, and they like to sing them because they are tuneful. The teacher realizes that they have a greater value, that of teaching and instilling a love of good music.
Some one has said that there is nothing so sweet to listen to as the voice of a child when properly guided. We encourage soft singing at all times and discourage any pupil who sings loudly and harshly. He will soon sing out of tune and so affect his whole class.
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