USA > Massachusetts > Middlesex County > Wilmington > Town of Wilmington Annual Report 1917-1918 > Part 3
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May Lund
Schools in Session
46
FINANCIAL STATEMENT
Recapitulation
Appropriation for 1917
$20,000 00
Expenditures :
Salaries of Teachers
$11,874 25
Salaries of Janitors
1,714 00
Salaries of Committee .
200 00
Salaries of Superintendents
791 60
Salary of Physician
25 00
Salary of Attendance Officer
18 50
Industrial Education
313 50
Fuel
2,022 63
Insurance
183 80
Repairs
451 42
Books and Supplies
2,040 35
Miscellaneous
363 51
$19,998 56
Balance unexpended . $
1 44
Fuel
Chester Horton (wood) ·
$ 90 50
Walter Hale (coal)
652 50
Frank L. Eames (coal and wood)
1,079 88
John Horton (sawing wood)
34 50
A. W. Eames (wood)
146 00
W. B. McIntosh (wood)
19 25
.
·
.
.
.
.
.
.
.
.
$2,022 63
47
Repairs
E. A. Hamlin (setting glass)
$ 1 00
E. E. Carter (hardware and lumber)
104 32
E. J. Hollis (setting glass) 1 00
H. M. Horton (stock and labor)
226 3S
Oliver Typewriter Co. (repairs)
3 15
C. T. Fife (repairs) 9 21
Francis Bros. (stove pipes)
19 62
Atlantic Clock Co. (repairs) .
30 59
Remington Typewriter (repairs)
2 S1
Chas. D. Blake (tuning piano)
3 00
Woburn Machine Shop (labor)
15 00
J. L. Hammett Co. (grate)
2 70
J. H. Addison (repair clocks)
3 00
Owen Littlefield (labor)
5 00
Walker Pratt Co. (valves)
8 91
Peter Neilson (labor)
12 56
J. B. Hunter (keys)
3 17
$451 42
Industrial Education
Town of Reading
$286 00
City of Lowell
27 50
$313 50
Attendance Officer
A. D. Butters
$18 50
$18 50
Miscellaneous
S. R. Rice (labor)
$3 50
Hobson & Lauler
1 94
Mrs. Surrette (cleaning)
. .
5 35
American Express Co. . .
3 33
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Frank Stack (work) .
$ 2 00
J. B. Van Busrick
75
E. G. Avery ·
.
1 00
E. G. Smith 16
S. R. McIntosh (hardware and supplies) 12 S4
Town of Reading (electric light) 44 94
Mrs. Hollis (cleaning) . 1 60
James Kelley (measuring wood) 1 25
W. F. Allen (postage) .
3 41
James MacDougall (postage and expense)
7 24
Carroll Horton (auto hire)
25 00
F. A. Lowell (printing)
61 25
Anna Perry (auto and census taking)
33 00
D. C. Norcross (cleaning)
20 00
H. C. Barrows (express)
1 50
Hamblet & Hayes (toilet paper)
15 50
Ellen S. Perry (traveling expenses) .
6 68
Charles Blaisdell (cleaning vaults)
28 00
Franklin Porter (Joint Committee expenses)
4 00
Roscoe G. Frame (postage)
1 80
E. A. Morse (inspection of boilers)
6 00
N. E. Tel. & Tel. Co.
71 47
$363 51
School Committee
Ellen S. Perry
$75 00
F. W. Carrier
75 00
Philip Buzzell
. .
25 00
C. C. Alden
25 00
Superintendents of School
James A. MacDougall . . Roscoe G. Frame
$633 28
158 32
$791 60
.
·
$200 00
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.
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School Physician
Daniel T. Buzzell, M.D. $25 00
$25 00
Insurance
Fred A. Eames $183 80
$183 80
Stoves in District Schools
Appropriation
$300 00
Expenditures :
J. L. Hammett
$180 00
H. M. Horton
70 39
E. E. Carter
18 67
Labor
18 00
Francis Bros.
.
4 00
$291 06
Balance unexpended .
SS 94
Books and Supplies
Herbert Foskett (paper)
$5S 50
Allyn & Bacon (books)
71 25
American Book Co. (books)
120 67
B. J. Sanborn (books)
107 53
Ginn & Co. (books)
150 53
Wilmington Nurseries (paper)
6 00
J. L. Hammett Co. (supplies)
47 63
Houghton, Mifflin Co. (books)
18 13
A. G. Pollard Co. (supplies) .
9 S2
Oliver Ditson Co. (music)
19 44
Silver, Burdett Co. (music)
3 13
D. C. Heath (books)
48 65
50
Macmillan Company (books) $ 27 83
Haymarket Hardware Co. (oil) 29 15
Boston Regalia Co. (flags)
36 58
Little, Brown Co. 5 60
E. E. Babb Co. (books and supplies)
625 21
L. E. Knott Co. (supplies)
248 08
F. H. Roberts (candy)
1 60
Badger Fire Extinguishers
33 47
C. D. Blake Piano Co. .
75 00
Mass. Agricultural College
4 40
Mass. Audubon Society Charts
13 50
E. S. Perry (ribbon for diplomas)
1 63
Grace A. Jenkins (supplies)
2 25
Beal PressCompany (diplomas)
33 75
Thompson Hardware Co. (oil, desk polish)
35 08
C. F. Perry (milk)
7 05
John C. Winston Co. (books) .
.
26 10
Wright & Porter (cards)
2 62
Friend Bros. (bread)
10 40
Walter Hale (ice)
2 75
Livingston, C. A. (groceries) .
41 58
Whitcomb & Barrows
9 83
Hickcock Producing Co. (gasoline)
36 72
Buck Bros. (groceries)
30 28
A. C. Buck (meat)
5 54
Webster Thomas Co. (groceries) .
33 00
$2,040 35
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REPORT OF SUPERINTENDENT OF SCHOOLS
Wilmington, Mass., Jan. 31, 1918.
The School Committee of Wilmington, Mass.
Dear Madam and Sirs: In submitting this, my first report to the School Committee of Wilmington, it must necessarily be largely first impressions because of my short term of service in this position. I have found a hearty co-operation among the parents and residents of the town with the schools, all wishing to have the best that the town may afford for the benefit of the children. A residential community is always in competition with the cities, and in some respects is at a disadvantage, in that the smaller place lacks compactness, so that the wards or dis- tricts cannot be well made a unit in themselves, and the town lacks the income which the manufacturing center has. On the other hand, the small place has the distinct advantage of sturdy independence, healthful surroundings and a lively in- terest in the educational system of the town. Oftentimes the town is judged by city conditions and so called advantages, which are almost impossible, due to lack of money and geo- graphical situation, but these things are usually offset by the natural resources of the town, and judging by final results the advantage is wholly on the side of the town.
Public School attendance is not only the privilege, but the right of every child. While there are many days on which it would endanger their health, and possibly the health of others, there are many times when a child remains at home simply because it is convenient or the easiest way. This is an injury. First, it induces habits of irresponsibility, and second, the pupil
52
fails to receive that which is his just due. A day, or a half day at a time does not seem much, but when the total absence of a child for a year is given, it is found to be from three to four weeks. The total absence for the town during the past year has been equal to the closing of one room for an entire year. The absence of any one child does not seem much at the time, but when totals are given the results are alarming, and mean a distinct loss to the community.
During the past few months much has been said in behalf of transportation for one section of the town. Without discuss- ing the legal aspects of the case, which seem to offer little or no relief to this particular section, transportation would be of dis- tinct advantage to the four outlying parts of the town. Through- out the state, it is generally regarded that from a mile to a mile and a half is the maximum distance that pupils should be obliged to walk to the common schools. In the early days of school transportation, many were not satisfied with the ob- tained conditions, and rightly so. In most cases the person chosen was not equipped for the work. Robes, protection from the weather, and proper seating capacity were lacking. The driver did not have any control over the pupils, in fact, at that time his jurisdiction had not been fully established.
At present it is usual to provide heated conveyances, there are robes and seats for all pupils, and the driver, who must be fully competent, has absolute control over the pupils in his care. Not to provide transportation in this state, marks a town as an exception to the general rule. Instead of a number of small, isolated schools, unattractive alike to teachers and pupils, limited in purpose and scope of work, the children are brought to a central building, well equipped and well cared for, together with the advantages of a graded and organized school system.
The war has placed many burdens on the school organiza- tion. As the children of our schools today become the citizens of tomorrow, so it becomes the duty of our teachers to guide
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and direct the growing minds to meet the new responsibilities and changed conditions. New demands are being made on the schools, new activities are open to them. At the High School, an active branch of the Junior Red Cross has been in- stituted, which may well serve as a model for similar branches for the other schools of the town. This work is something in which all may take part, with full assurance that a maximum of good is being accomplished. The sale of Thrift Stamps and War Saving Certificates by the pupils is urged. As an invest- ment they are attractive, not only for the general public, but for the children, as the amount to be invested at one time is small and the security is of the best. There is also the patriotic duty involved of loaning money to the government at this time of need. One of our public spirited citizens and friend of the children, gave to each child at the North and Whitefield Schools at Christmas a Thrift Card with the first stamp attached. On behalf of the children hearty thanks are extended to this friend, who, it is understood, does not wish to have his name made public.
War gardens are a necessity, not only for the health and practical manual experience to be derived therefrom, but also to help relieve the national food shortage. We must realize that if only enough produce in each garden is raised to supply the family needs during the summer, the national markets are thereby relieved to that extent.
One economic condition for which the war is directly re- sponsible is the placing of the schools in direct competition with the business and industrial world. Teachers as a rule have always been poorly paid, and now the line is more widely drawn than ever. Teachers are leaving what were formerly considered well paid positions, and are taking up various kinds of com- mercial work. Prospective teachers are not being attracted to the profession, resulting in a serious shortage. In order to conserve our existing supply, we must meet in a measure the
54
competition of the other industries. Aside from the justice of the matter, the teachers must be given a salary on which they may live during these times of mounting costs of necessities. Teaching is a skilled profession. There are many demands upon the salary which a teacher receives. She is expected to subscribe to a great many charitable organizations, to dress in a certain manner, to keep well informed of current events and modern progressive methods of education by means of lectures and extensive readings, yet the average salary is not as high for the teacher as the average for the non-skilled professions that do not require the intensive training necessary for teaching. The fact that a teacher lives at or near her home is an economic advantage which a community has no right to use as a lever to reduce or keep down salaries. Teachers as a class are trusted with more responsibility than any other body of people. Often the moral training which should be given at home is left to the school. They take the child at an age when habits are easily formed, and it is to the teachers of the past generation that the civilization of today owes its greatest debt for existence. How often you will hear a person say that a certain teacher had a deep influence on their lives, that it was not so much the facts they taught, as certain traits of character which they them- selves possessed and imparted to their pupils by example.
In a circular letter addressed to all school officials, Hon. P. P. Claxton, Federal Commissioner of Education, urges schools, not as usual during the war, but super-usual. That is, not only should we maintain our schools at the standard previous to the war, but we should go beyond what we have ever done before. This country is demanding skilled workers, and while there is a strong temptation for a child to leave school in order to take advantage of this demand, it is urged that as many as possible continue in school. The financial advantage of a life- time will more than repay the monetary loss by remaining in school a few years longer. Because the cost per pupil is ad- vancing is no reason for curtailing the school budget. To
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keep pace with the world we must prepare for conditions which will exist in later years. When peace comes we may expect the most bitter industrial war that this country has ever known. We must not handicap our children by lessening their ad- vantages at the present time.
Many times we hear it advocated that during these times of high costs, the schools should get along without the non- essentials of their curriculum. The only answer to this argument is that there are no non-essentials in the course of study. Each subject has a distinct place of value in a well ordered and bal- anced training for life work. If for any reason a school plant does not provide all branches of instruction, it is their disad- vantage and our advantage that we have them. It is true that many succeed in business who are unable to read and write, yet no one would think of dropping these branches from the sub- jects to be taught, and who can say what material advantage such knowledge would have been to them.
At present we have three pupils at the Reading Vocational Agricultural School for which the town is obliged to pay tuition. In fact we are given very little option in the matter. A pupil over fourteen years of age may make application for admission; the superintendent of schools is obliged to approve or disapprove the application within three days; then the matter goes to the State Board of Education. If the application has the approval of the local superintendent their approval is given without question, but if the superintendent does not approve, the pupils record is investigated by agents of the State Board, and unless there is something wrong in this record, taking into account moral character, scholarship and aptitude for the proposed work, the protest of the local superintendent is usually over- ruled. It is felt that establishment of a Vocational Agricultural Course at the High School would be of great advantage to the town in two ways: first, it would give to those pupils who desire such instruction an opportunity to pursue that course in their
56
own town; secondly, it would place the control more directly under the management of the local authorities. The tendency of modern education is to supplement our formal instruction with concrete pre-vocational courses.
"The State stands ready to reimburse any town or city two- thirds the amount paid in salary to properly qualified agricul- tural instructors, in cases where the work is organized under the direction of the superintendent of schools and as departments of the local high schools. Unless a school committee has been given express authority to maintain vocational agricultural education, such authority should be voted by a town meeting. The following is a desirable form of vote:
Voted, that the School Committee is hereby authorized to establish and maintain, subject to Chapter 471 of the Acts of 1911 and acts in addition thereto or dependent thereon, a vocational agricultural department in connection with the Wilmington High School; and to expend a sum not exceeding dollars for said department during the fiscal year ending which sum is hereby appropriated for this purpose from funds raised by local taxation." It is estimated that to start this course at the High School, equipment would cost about three hundred dollars, and the cost of instruction to the town would be about four hundred dollars a year.
At present we are paying tuition for this work at the rate of thirteen dollars a month for three pupils, twelve months a year, or a total of four hundred sixty-eight dollars. Should the number of our pupils at the Reading School increase it would be much cheaper to provide this instruction at home.
Our High School, besides a College Preparatory and a General English Course, provides instruction in Business Training, Domestic Science and Manual Training. Application has been made for Certificate privilege from the College Entrance Board,
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and the State Board of Education has recently approved the school as belonging to "Class A" for certification of pupils entering Normal Schools of the state. Graduates of the school who have taken the Commercial Course have obtained valuable positions, and the work obtained in the Domestic Science and Manual Training Courses have proved of great benefit to the pupils in their homes.
The excellent work in the Manual Training Course on the part of both instructor and pupils should be encouraged by the provision of further equipment. The amount of work turned out would be increased, the interest of the pupils stimulated, and practical working knowledge of machine operation im- parted.
In the Commercial Course a heavy burden is placed on the teacher of this subject. About three-fifths of the students are registered in the course, with only one teacher assigned to the department. The fact that many of the commercial subjects do not require home preparation may be the reason that this course is so popular. It is often the case that High School Com- mercial Courses act as fecders to the private Business Schools, and to the disadvantage of the pupil who spends only the time necessary for the completion of the High School Course. In the limited time of the high school day, more work on the part of the pupils is not possible, and the only solution to the prob- lem of accomplishing more work in a given time is to increase the working day. After these pupils leave school and enter into employment they will find that their working day will be about forty-four hours or more per week. In order to become accustomed to actual business conditions, the daily hours of the later part of their school training should be increased. To- gether with this increase in school hours should go an increase of practice office equipment. Stenography and typewriting have become the essential subjects required of a candidate for a business position, yet if the worker is to secure advancement,
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special operations must be learned, and the entering wedge of stenography and typewriting may be dropped. At present there is a heavy demand for specialists, and anyone who has had experience on machines found in large and well equipped offices is able to secure an excellent position. In order to meet this demand it would be well if we could equip our commercial department with these speciality machines, at the same time increase our working hours and teaching force.
We have always the problem of holding pupils in school after they have passed the compulsory school age. In some cases early employment is a necessity to provide for the support of the family. This economic fault of our modern day society has causes far back of any responsibility which may be attached to any individual. The remedy would require a reorganiza- tion of our so-called civilization. We are, however, able to offer a partial remedy, that is to secure to the pupil as wide a field of information and mental training as possible before they leave school. Our grammar schools as now constituted have to turn pupils all through the same mould. If they are to con- tinue into high school they are prepared to enter, if they are to leave as soon as they are fourteen, they are given the same training, which may not fit their individual needs.
Many communities have found the remedy to be that of ex- tending the departmental methods of the high school, together with an increase of variety of subjects available to the pupil, through the seventh and eighth grades. The first year of the high school is also placed with these, thus making the division of time for the twelve years of school: Elementary, six; Junior High, three; Senior High, three. For fully carrying out the purpose of this organization it would be necessary to add an- other teacher to the staff of the principal of the grammar school, who would work in connection with the high school teachers, thus releasing periods for other work.
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Your superintendent is grateful for the hearty co-operation he has received since he has taken up his duties here. It is concrete evidence that the whole town is united on one desire, namely, good schools. Careful and efficient planning and management on the part of the committee during the first two months of school, made possible the excellent start obtained this fall. Our teaching force is one of the best in the state, and with their continued loyalty, assistance and confidence, your superintendent expects a very successful school year
Respectfully submitted,
ROSCOE G. FRAME, Superintendent of Schools.
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THE REPORT OF THE HIGH SCHOOL PRINCIPAL
To the Superintendent and School Committee:
I have the honor to submit to you my second annual report as the principal of the Wilmington High School.
The year just elapsed has been an extraordinary one in many respects for the secondary schools throughout the country. With the United States engaged in the greatest conflict in its history the United States Commissioner of Education, profiting by the experience of England and France in educational mat- ters, imperatively protested against the stream of pupils with- drawing from the secondary schools and colleges and intelligently urged them to remain and finish their courses. He plainly foresaw that the demand at the end of the war for trained men and women would be much greater than the supply.
Present rather than future interests seem to have exercised such a masterful influence that many boys and girls, who have not completed their courses, attracted by the magnificent salaries offered, have withdrawn from school in spite of this timely ad- monition. This restlessness is by no means prevalent among the pupils alone as many teachers, particularly the younger ones, are now abandoning the teaching profession for fields that offer much greater returns for the labor expended.
Although Wilmington has suffered less from this restless spirit than other communities, nevertheless, too many of our pupils, fascinated with the idea of becoming independent and self-supporting, are leaving the school for commercial work
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which is just now offering most tempting remuneration. What the future situation will be, it is impossible to predict. It is imperative, however, that parents and guardians make every possible sacrifice in order that their children may remain in school until their high school education, at least, is completed.
Parents who are willing to educate their children for a calling which requires skill and expertness will ascertain that the com- pensation secured will be at least augmented by an amount equivalent to the interest on the capital expended. But it will be found that it will be something more than this, because the mere existence of a barrier to be surmounted hinders many who would cross it, and so creates a partial monopoly for those who are on the fortunate side. The pay of the higher industrial orders will exceed that of those below them by more than the mere interest on the quantity of capital necessary to acquire the desired instruction.
The following facts taken from "Agenda" have been instru- mental in placing a new value on a high school education:
"Average yearly income of the educated man $ 1,000.00 In forty years he earns 40,000.00
Average yearly income of the uneducated man 450.00
In forty years he earns 18,000.00
"$40,000-$18,000 =$22,000, the difference in earnings of educated and uneducated men, which is the value of an education.
"$22,000 -:- 2,160 (number of days in twelve years, 9 months per year) =$10, approximately, the value of each day's school- ing and training."
"The boy who leaves school at the age of fourteen to go to work earns on the average in the United States $26,000 up to
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the time he is sixty-five years of age. The boy who remains in school until he is eighteen, or through high school, earns on the average in the United States $65,000 up to the time he is sixty-five years of age.
"$65,000-$26,000=$39,000. This is about equal to the income on $12,000 at five per cent for a period of sixty-five years."
Between the elementary school or the eight grades and the secondary or high school as it is now organized there is need of a transitional school partaking of the character of both primary and secondary education, and serving to make the passage from the former to the latter easier and more gradual. These grades, now called the seventh and eighth and the first year high under the present plan of organization, should articulate below with the empirical methods of the elementary grades, and above with the more scientific methods of the high school. Here, too, should begin the training in choice of subject-matter and courses of study. Here, also, should be given educational and vocational suggestion and guidance. The departmental plan of organization should find place here. Every encouragement should be given boys and girls at this period to continue their systematic education as long as possible, and this can be ac- complished only if the school work be adapted to individual aims, interests, and capacities, and be intimately correlated with life experiences. The chasm now between the two schools is so broad that in the transition from the content subjects to the more formal, from the simple organization of the grades to the complex system of the modern high school, and from the rigid discipline made necessary in grade work to the freedom and latitude allowed in secondary organization that many pupils become discouraged before adjustment and withdraw from school. Very many of the failures during the first year of high school work are due to this cause. Statistics prove that the pupils are retained more easily and progress in their studies more rapidly under the plan of organization here specified and
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