USA > New Hampshire > Belknap County > Alton > Annual report for the Town of Alton, New Hampshire, 1907-1911 > Part 3
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2. WATER. The usual provision for supply, except in the village, is a well on or about the school grounds, or the pump of some obliging neighbor.
The usual provision inside the school is an ordinary pail, and one or more glasses or tin dippers. The pail is filled and placed in the entry in the morning. It has no cover. What- ever dust is raised, or is in the air, settles on the surface. The pupils dip a more or less dirty mug or dipper (occasion- ally a finger or two) into it, and drink.
Now this water becomes warm; particles of dust get into it; sometimes the pail is emptied before the session is over, since water for lavatory purposes also is taken from it. Some- times the whole drinking outfit does not offer very great temptation to imbibe.
The result is that the pupils do not drink as much as they need. The growing boy or girl needs considerable water.
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REPORT OF THE TOWN OF ALTON.
The pupil can not do his work properly when suffering from thirst. Of much greater importance, he can not be properly nourished without plenty of water. He surely ought to be provided with all the pure, cool, wholesome, refreshing water that he wants.
He ought to be able, nay encouraged if need be, to wash his hands when they are dirty, and to appear with a clean face.
Habits of personal cleanliness, neatness and propriety will be a much more valuable asset to a graduate of our schools than geography. Yet it seems as if we usually fail to de- vote much time to teaching the former, and lay considerable stress on the latter (with rather meager results, at that.) I frequently find items for expenditure for geographies or physiologies, but not often for articles calculated to apply to hygienic teaching, namely-soap and towels.
I therefore recommend that a water tank, of three or four gallon capacity, made of porcelain, enameled iron, or granite ware, with a cover and faucet, be provided for each school, and a suitable stand for same procured. I further recom- mend that each school be provided with a basin, a cake of Ivory soap, a towel rack, and a dozen towels.
Pupils and teachers both have to do work in school which soils the hands. I have no use for the boy or girl, man or woman, who is afraid to soil his hands when necessary. But he should have a chance to wash them, and a clean towel to wipe them on, afterward.
CLEANLINESS
Comes next to water here, and applies to the school, inside and outside; to the entry, the yard, the woodshed, the out- house, and to everything connected with the school. As I said before, habits of neatness and cleanliness will go farther than arithmetic toward the making of a good citizen. That's what our schools are for-to make good citizens; to assist in developing upright moral character.
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REPORT OF THE TOWN OF ALTON.
We believe in arithmetic, and will do all in our power to help on that, but we must not forget the things of which I have been speaking so far, have as much influence on the pu- pil and his life, as our regular studies; perhaps more.
I have been in some of your homes,-Your dining rooms and your kitchens. They looked neat and clean. You must have swept and dusted; and scrubbed occasionally, maybe; sometimes washed the windows, too. Some of you know how hard it is to keep a house clean when you have a child or two coming in and out several times a day. From 14 to 40 chil- dren pass in and out of our school houses eight times each day, not to count the various goings back and forth DURING recesses and noon hour. Isn't that a problem for more than a boy or girl janitor ?
Our schools should be cleaned more frequently than they are. The floors should be scrubbed, the windows washed, the walls wiped, at the end of every term. The ceiling whitened, the paint renewed, frequently.
The school should be one of the cleanest and most attract- ive places that the child enters. Frequently it is the dirtiest.
It should receive as careful attention as our own home. The entry and shed should receive equal attention. The yard should be kept in good order, and free from sticks and stones, rubbish, paper, apple cores, crusts of bread, etc.
Every school should have a waste can, one of those made of corrugated iron, reinforced by ash, with a cover. This should be a receptacle for all refuse in the form of animal and vegetable matter. It should be emptied regularly and con- tents disposed of.
4. HEATING.
No school house can be properly heated by a wood stove. The iron jacket surrounding the stoves helps matters A fire screen or shield is of some advantage. But at best it is a poor way of heating. It requires constant attention to se-
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REPORT OF THE TOWN OF ALTON.
cure results at all satisfactory And constant attention is just what a stove in a school can't get, without taking attention from other matters. Pupils near the stove are too warm. Those in the back part of the room are too cold. Until we get a school provided with a proper heating arrangement, the best work is impossible.
Of course we may not be able to heat each school by means of a furnace in the basement. This is undoubtedly the bet- ter method, and is possible in the larger schools.
We can't have all the modern conveniences at once. We could not afford to provide them. But we can adopt them one by one; and improved heating facilities certainly deserve a place on our list.
With our present method, we can provide fire screens, and see that each stove is kept in good condition, so that it may not be the cause of annoyance or waste. I estimate that the lack of a proper damper increases the expense for fuel from 20 to 30%.
But I believe that if you used coal instead of wood for fuel, you would obtain more satisfactory results. Wood gives heat quickly, but does not maintain a steady heat. It requires frequent attention, and the continual opening of the stove al- lows more or less smoke to escape. This makes the ceiling and walls dark and dingy in a very short time, and surely adds to your bill for cleaning, painting and whitewashing, if you pretend to keep the school looking fresh and clean. And at the present prices of wood and coal, I think coal would be cheaper. Of course you would have to provide coal stoves, but even including that expense, I think you would save money by using coal, besides having greater comfort, with less dirt and smoke. Also, a thermometer should be provided for each school; the feelings of pupils or teacher are not reliable guides for regulating temperature.
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REPORT OF THE TOWN OF ALTON.
5. VENTILATING.
The necessity of special provision for ventilation never oc- curs to a great many citizens Now you have got to have good pure fresh air. and plenty of it, in a school, or your pu- pils will be dull and stupid. Impure air poisons the blood and kills thought.
In visiting your schools, I frequently come in and find the temprature and air such that I, at least, could not do very much clear thinking. The pupils and teacher do not notice it so much, for they have been there, and have become accus- tomed to the condition. But it hurts their work just the same.
Now you should not ventilate by opening doors and win- dows. That is dangerous, because of the draughts created. In cold weather, pupils should not be allowed to sit under open windows or in draughts. The teacher should be espec- ially careful in this respect. ยท Here again is an imperfection in our country schools, in that no suitable means of ventila- tion is usually provided when the building is constructed. As a simple, cheap, and fairly satisfactory relief, I suggest the purchase of window boards (cost may range from 3c to 25c each) for each school.
Simply 1/2 inch boards of clear pine or whitewood. as wide as the window and six or eight inches high. Then you can raise the windows, each a little, and the air will blow up over the boards, not directly upon any pupil.
6 CONDITION OF SCHOOLS AND REPAIRS.
Special appropriation should be made to remedy sanitary conditions at all schools. I call attention of school board to conditions at high school building, in particular.
Special appropriation should be made to repair the Clough school. This school is in extremely poor condition, and should be practically built over-paint, inside and outside; plaster, new boards, new floor, new sills, new furniture, are
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REPORT OF THE TOWN OF ALTON.
all necessary. I estimate the expense at $250. Other schools need repair too. You certainly can not afford to take all at once. I suggest the Clough first, because it is one of the largest schools, and in the poorest condition. The Mountain school needs attention too, and should come next in order. if you can not repair that at the same time.
Very soon you will have to face the problem of providing a new building or enlarging the present high school building, for you have had 81 pupils in the village schools this year, not including the high school, and not including pupils who came in after the outside schools were closed. Indications point to about the same or possibly larger enrollment next year. These pupils can not be provided for in your two rooms there. This year you had to hire an extra room, which, although it was obtained for a reasonable rent, and has served its purpose very well, is only a makeshift, not a proper school building
Your high school building needs attention in the line of general repair. I will call attention to details when you are ready.
I would also remind both school board and citizens (as well as teachers) of the very great influence that the condition of the school has upon the pupils. Dilapidated and disfigured buildings, torn and tattered text books, the marks of a policy of neglect, tend to produce shiftless and slovenly boys and girls, who will soon grow up to take their places as citizens, and who will then, in consequence of the fact that their own schools contained little to which they looked with pride, pleasure or reverence, have an indifferent and unappreciative attitude toward schools and education.
There are many sections of this grand old Granite State which are, I am sorry to say, living examples of this very thing-where the present indifference or even hostility to
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REPORT OF THE TOWN OF ALTON.
educational progress may be traced back to the ignorance of criminal neglect of the authorities of other days.
So, "lest we forget," I say look well to the condition of your schools. Look well to the condition of your schools o to-day; that the children of the future may not have a heri- tage of shame. The best indication of the efficiency of any school system of the past, is the willingness and liberality with which its pupils, grown to manhood, provide for the schools of the present.
7. ARTISTIC DECORATIONS.
The school should be not only clean and neat, sanitary, well furnished and well supplied, but also (will you look up- on me as a dreamer if I say it?) beautiful.
Unless we put into our schools things upon which the child can look with pleasure because they are beautiful, we are neglecting one of the greatest opportunities for civilizing and refining mankind ..
Space will not allow me to speak as fully as I would like, so I must dismiss this topic with two remarks. 1. We need beautiful pictures, casts, reliefs, flowers, school grounds, music, to enrich and refine the life of our country children. For I tell you that there may be more of culture, refinement, good manners and morals absorbed in one month through the unconscious influence of environment, than can be taught in a year by lecturing aud advising.
2. That in this, as in other things, we must go according to our means, not launch out extravagantly; but a start can be made, if ever so humble, and only the best will do.
The plain severity of bare walls is preferable to cheap art, and one really good picture is worth a thousand chromos.
If any of our citizens, interested for the children, along this line, care to make a gift, any one of the following would be acceptable for a start in our schools:
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REPORT OF THE TOWN OF ALTON.
The Gleaners
Millet
The Golden Stair
Caritas
Burne Jones Abbott Thayer
Fighting Temeraire
Turner Raphael
Madonna of the Chair
Guido Reni
Aurora Curiosity
Pasini
King Midas and Daughter
Gibson
The First Step
Millet
Ploughing in the Nivernaise
Rosa Bonheur
The Return to the Farm
Troyon
Member of Humane Society
Landseer
Capitol at Washington
Photograph
8. SCHOOL LIBRARIES.
The school attempts to teach children how to read. Is it not of equal importance that they should be assisted in the choice of what to read?
I have not in mind reference books or cyclopedias, nor an elaborate case of finely bound books. Those are good, of course. But I do mean a neat, attractive little bookcase with a few volumes that the children may read simply because they are interesting and delightful.
There are many moments in school when a pupil would be well served if he could put his hand on a good book, worth the reading, to use for himself. Where no library exists a start should be made; and where one is already started, a few books should be added each year.
I have prepared a list of books, but space forbids printing it here.
When such a library does exist, it does not solve the prob- lem; for it must be kept in good condition, and used, to be of any benefit. And to its proper use and care the teacher must attend, both with respect to knowing the books herself, and directing and assisting the pupils.
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REPORT OF THE TOWN OF ALTON.
B. SCHOOL STUDIES AND INSTRUCTIONS.
(Visits of Superintendent to date 95.)
1. Work. In general I am pleased to report favorable progress in all schools. So many of the teachers have been able to bring their classes into line with the state course, that we have practically eight graded schools. The reduc- tion of grades under each teacher in the village has greatly assisted our work, and I believe the present ninth grade will enter the high school better prepared than any entering class for some years. I am even optimistic on the grammar ques- tion, to which I referred last year.
The high school course in English has been strengthened by making this subject compulsory every day in years one, two and three; and four times per week in senior year We have also prescribed United States History in senior year. In conformity to demands of state, we have been obliged to add to our laboratory equipment, in order to secure approval. We have done this and now stand approved.
Our teachers deserve special mention for the good work they have done this year. The schools have improved, and the greatest portion of the credit belongs to the teachers.
2 TEXTS.
In general, we are fairly well supplied with text books. There are two or three branches where we are weak; for ex- ample, arithmetic, grammar and supplementary reading. I used to think, and still do for the competent teacher with reasonable time at her disposal, that any good text would do for an arithmetic. But my experience with rural schools has led me to believe that the text is of the utmost importance and that upon its careful selection depends in a great meas- ure the progress of the class. For the busy teacher usually relies upon it largely for outline and explanation, and almost wholly for problem assignments. The same applies to gram-
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REPORT OF THE TOWN OF ALTON.
mar, it being understood of course, that in the case of both arithmetic and grammar, painstaking and careful drill are necessary in addition to book work.
My point is that country schools need texts more complete in detail and more abundantly supplied with problems and supplementary exercises, than those frequently used with good results in city schools, simply because our country teachers have less time for this kind of work.
In regard to reading, I would say to the school board and citizens that this is a place where our country schools are usually weak, especially with respect to a provision of adequate text material.
The popular idea is that a pupil who has read through a primer, is ready for a first reader; that having read through that, he should take a second reader, and so on. That is a wrong idea, and is responsible for much poor reading. Read- ing one primer does not usually give the pupil practice enough to enable him to meet the increased difficulty of the first reader, and stumbling is a result. He should read two or three books of same grade, before he takes a more advanced.
This will not solve the reading problem by any means. I would like to say more about it some other time.
Now our texts on arithmetic and grammar are worn and old, and must be replaced any way very soon, so my recom- mendation for change of text here involves no extra expense; in fact, it lessens it, as you can get a lower price for intro- duction of a new text.
The additional reading books should be supplied as we can afford it.
History, Geography and Spelling books come next in need for future.
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REPORT OF THE TOWN OF ALTON.
3. TEACHING AND METHODS.
We need better teaching, and methods involving less waste of time. When I say this, I do not mean to disparage the work of our teachers. On the contrary they deserve praise and credit for the faithful work they have done; and the work of these, or of any successful teachers, is worth many times the salary you or any other towns pay. Increase it, if you can
But I do say that in this, as with you and me, and all of us, there is room for improvement. This seems to me to be best accomplished by the following means, in order of importance:
1. Study by the teacher, directed to two ends,-(a) better knowledge, more complete and detailed mastery of the sub- jects taught. This is obtained by reading the best available text book material, making outlines, doing actual school work and hard study. I am ready to assist any teacher in such work by advice on what books to study, how to study them, or by actual instruction, so far as I am able to give it, upon any point not clear. I make no attempt to force any teacher to such study, if she feels that she does not wish to do it. But it is a vital point, and is one of the ways in which teachers may profit by a superintendent, if they are willing to do the work.
(b) Better knowledge of the principles of teaching, and the facts upon which these principles are based.
There are many excellent books upon education, written by practical educators after years of thought and experience, which the teacher may use to increase her power, if she will take the trouble to study then. There are also many worth- less books on the same subject. I have read quite a number of both kinds, and can save teachers much waste of energy by recommending such as I know to be of real value.
Now I think here is a point almost universally overlooked by school authorities in country towns-That while they un-
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REPORT OF THE TOWN OF ALTON.
hesitatingly expend hundreds of dollars annually for free text books for pupils, [ have known of but few instances where they have ever spent a cent for books calculated to instruct teachers. And a great many times a few dollars invested this way would produce results far greater.
You may ask, why do not teachers purchase such books for themselves ? Well, they may not know there are such, for one thing. Or they may not know where to get them, or what to get. Or they may get a poor book and apply Quix- otic schemes to school work. Or they may be deluded into thinking they can't afford it. Or again, it may be they just need a little encouragement along that line.
Now I propose the following plan:
That the town of Stratham buy
2 Education of Central Nervous System-Halleck, McMillan, $1 25
Elements of General Method - McMurray, McMillan 1 00
The Method of the Recitation 1 00
Methods of Mind Training-Aiken, A. B. C. 80
That the town of Rye buy
2 Talks to Teachers-James, McMillan $1 25
2 Elements of General Method-McMurray, McMillan 1 00
Among Country Schools-Kern, Ginn & Co 1 25
How to Enjoy Pictures-Emery, Prang Ed. Co 1 25
Methods of Mind Training-Aiken, A. B. C. 80
That the town of Greenland buy
The Basis of Practical Teaching- Byran, S. B. & Co 1 25
2 Methods of the Recitation-McMurray, McMillan 1 00 School Sanitation and Decoration-Burrage & Bai- ley, Heath . 1 25
Elements of General Method -McMurray, McMillan 1 00
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REPORT OF THE TOWN OF ALTON.
That the town of Newington buy
Way Marks for Teachers-Arnold, S. B. & Co $1 25
Reading-Lang, Heath 75
Apperception-Lang, Heath 75
How to Tell Stories to Children-Bryant, H.M. & Co 85
Plans for Busy Work-Arnold, S B. & Co 50
And that Alton purchase
The Recitation-Hamilton, Lippincott's 10
Old Tales and Modern Ideals-Phillips, Silver, Bur-
dett 1 25
Education of the Central Nervous System-Halleck, McMillan . . 1 25
Psychological Principles of Education-Horne, Mc- Millan 1 75
Special Method in English Classics-McMillan, 75
I have read all these books. I believe they are based upon sound principles and would be of great help to teachers who will really study them.
We could form a circulating library, and exchange books, so that at a reasonable cost for each town, the teachers could have the benefit of a number of good books. And through these may not only see greater possibilities in the work be- fore them, but may by further study and subsequent pur- chase of books on their own responsibility become really superior teachers.
I should be glad to take up these books with the teachers and discuss so far as I am able, the application of the princi- ples set forth to our own school work.
2. TEACHERS' MEETINGS.
At these, matters pertaining to the school may be discuss- ed by teachers, school boards, or supt. They provide an op- portunity for the expression of opinion from several persons
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REPORT OF THE TOWN OF ALTON.
upon one topic, and may be made of great value to the teach- er who really seeks assistance, and is willing to do some work herself in order to secure it.
Talking over school problems with the other teachers, and the superintendent, will afford some help. These meetings may be held by closing schools in the afternoon occasionally, or after school, or on Saturday. I do not like to close school for this purpose very often. It becomes dark soon after close of school. Teachers do not always feel eager to devote part of Saturday to such purpose.
The suggestion that I made with regard to paying teach- ers, if adopted, will simplify matters somewhat. And we can find time in one of the other ways now and then. This is a feature which should be approved by people and school boards, and made more of, if it can be arranged.
3 INDIVIDUAL TALKS AND SUGGESTIONS AT TIME OF SCHOOL VISITS
This is probably the way which most directly helps the teacher. It is greatly facilitated by the first and second ways mentioned, because a knowledge of such principles as are found in the works named above, may make a simple sugges- tion from the superintendent perfectly clear, the suggestion calling to mind the fact which the teacher knew, but was neglecting to apply properly. While a teacher who does not know the principles referred to, will find the suggestions rather blind, without lengthy and detailed explanation. The presence of pupils, or the time, occasionally prevents as full discussion as one could desire, hence the necessity for my second point, the teachers' meeting. where detailed explana- tion may be given to all teachers at once.
These three ways together will produce a marked improve- ment in instruction, if the teacher is capable and willing to work, and the superintendent is competent.
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REPORT OF THE TOWN OF ALTON.
4. VISITING OTHER SCHOOLS-
The benefit derived from this is directly dependent upon points 1, 2, and 3, as well as the teacher's own experience. It is possible to visit a school and gain little by so doing. The teacher who knows little of the principles of method, who has little of science in her own work, will be able to see in the work of even an expert teacher but a small part of what is revealed to the teacher with a knowledge of those "princi- ples, and considerable skill of her own. It is the same old principle of "the more you know, the more you can see and learn"-"To him that hath shall be given." The parable of the talents applies here, too.
I have visited schools in Dover, Portsmouth, Rochester, and other places accessible to our teachers, and can direct them to the grades where they can see the kind of work they are after, without loss of time; and can direct attention to the particular features of the work that have most influence in producing results. I should be glad to take teachers for vis- iting days whenever the board deems it advisable. Person- ally, I should like greater freedom to visit schools in other places myself. And if the district would make provision so that I could do so, I believe the results would justify it. As it is, I do not like to take a day from any town for this pur- pose.
5. TEACHERS' INSTITUTES.
I place this last, not because it is of less value absolutely, but because the opportunity for this comes so seldom, that practically it is of less value than the others. I strongly urge. teachers to attend institutes whenever practicable for them to do so.
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