USA > Massachusetts > Worcester County > Fitchburg > Address of the mayor, together with the annual reports for the city of Fitchburg, Massachusetts for the year .. > Part 6
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The growing appreciation of the aims and the work of the school not only in Fitchburg but in other parts of the country is gratifying to those who have given so freely of their thought and time to its development. Peculiarly pleasing was the declaration of the Chairman of the Canadian Commission on Industrial Education that some such course as the practical arts course should precede and be a preparation for trade or voca- tional courses-and of other members of the Commission that the school was one of the most suggestive, interesting and help- ful contributions to the solution of the present educational problem that they had found in their sixteen months of travel in Europe and the United States. They found but one similar school, an elementary Practical Arts School, recently opened in Leeds, England.
Respectfully submitted, .
CHARLES S. ALEXANDER, Director. December 11, 1911.
DOMESTIC SCIENCE DEPARTMENT
Domestic science was introduced into the public schools of Fitchburg September, 1904, upon the suggestion of Professor Calvin M. Woodard, and a generous donation was made by Mrs. Minerva C. Crocker for the purpose of equipping a domestic science laboratory.
A room in the Academy Street school building was chosen, on account of its situation, because it had been decided to give the girls of the Central grammar school and the first year of the high school the advantage of this department. When the building was remodeled in 1908 the laboratory was placed on the second floor and another room was then added. This pres- ent year one-half of this room has been converted into a model bed room and the other half into a dining room ; the carpenter work being done by the boys of the manual training depart- ment ; the curtains and linen for the bed room and dining room made by the girls pursuing the sewing course in the high school.
These rooms have been equipped for the purpose of giving the pupils work in household arts and the proper arrangement of the table and serving of menus.
At first the kitchen was equipped with table space for 16 girls, but this year it was necessary to add another table in order to accommodate classes of 20.
This year several changes have been occasioned in this department on account of the discontinuance of the Central grammar school and the introduction of cooking into the seventh grade. It was necessary to make such arrangements for transportation of each class that as little time as possi- ble would be taken from the regular school work. It was finally arranged to give the pupils coming from schools farthest from the laboratory their lessons in the afternoon, and those nearest their lessons in the morning.
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At present the pupils of the seventh and the eighth grades and the first year of the high school may take advantage of this department. This gives a three years' course to those who complete this work.
The present schedule gives an attendance of 126 girls from the seventh grades, 135 girls from the eighth grades, 30 girls from the high school. Making a total enrollment of 291 as compared with 175 of last year.
In order to accommodate all the pupils enrolled it was nec- essary to alternate the seventh grades, giving them a lesson but once in two weeks.
The regular course consists of a period of an hour and one half each week. In the seventh grades the work is of an ele- mentary nature and gives a general foundation for the more advanced work taken in the eighth grade and the high school classes. At each lesson the pupils are given printed recipes of the dishes prepared that day. These sheets are kept in book form so that each girl has a book of reliable recipes at the com- pletion of the course.
There are three classes in session each day at the labora- tory. First class reports at 8.30 and is dismissed at 10 o'clock, second class 10.30 to 12, and the afternoon class from 2.15 to 3.45. The first class is due to report to their grade teacher at recess, at which time the second class leaves that school build- ing. The afternoon classes do not report to their grade teacher the afternoon they have cooking, but the attendance is reported each week.
Absences are very infrequent, although at the beginning of the term it was thought that the pupils of the more distant schools would not attend the classes in cookery on account of the expense of transportation. Nevertheless all the girls of the seventh and the eighth grades are enrolled in this department.
The pupils, while cooking, wear a uniform consisting of an apron, cap, sleeves, holder and hand towel. When the depart- ment was established the pupils were obliged to carry their uni- forms home each week, but three years ago lockers were supplied by the city.
It was purposed to have the uniforms made in the sewing classes but this proved to be more work than could be accom- plished in the scheduled time for sewing, but this year sewing
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machines have been placed in the schools, so that now the pupils of the sixth grades will make their uniforms and have them ready to wear when they enter the domestic science de- partment from the seventh grades.
The aim of this department is --
I. To give the pupils an understanding of the composi- tion and food value of the most important foods, and to teach the best method of preparation in order to make them nutritious as well as palatable and digestible.
II. To teach the necessity of cleanliness not only in re- gard to the household and its equipment but also food materials and personal habits.
III. To teach the pupils to work with food stuffs and utensils, and to feel responsible for the results of their work.
In a cooking lesson the subject is developed by first giving the theory, then its application by the preparation of one or more illustrative dishes, serving, washing of dishes and leaving the kitchen in proper order. This is followed by a review and summary of the day's lesson.
The work of the pupils has been before the public at differ- ent times in exhibition work, giving those interested an oppor- tunity to observe and to judge the results of the pupils' work at school.
A few years ago the pupils served a dinner to our superin- tendent and the committee of this department. The purpose of this dinner was to demonstrate, to those in charge, the results of this department and to give the pupils the experience of properly serving a dinner of several courses.
On Dec. 2, 1910, the girls of one of the high school classes served a luncheon to the supervisors of drawing of this district.
This department attracts many visitors, and the pupils dressed in their uniforms, acting as hostesses, serve the products of their lesson to the visitors.
Appreciation is frequently expressed by the parents of the work done and its useful application in the home, thus showing the practical results attained.
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The eagerness with which the girls apply themselves show their interest and pleasure in the work, and the constant in- crease in enrollment from year to year proves the value of such work and indicates greater growth in the near future. Respectfully submitted,
December 15, 1911.
JOSEPHINE SMITH, Supervisor.
.
REPORT OF SUPERVISOR OF MUSIC
Report of the music department in the Grade Schools is hereby submitted :
The policy of considering music a subject through which the children are to be developed rather than merely a pleasant diversion, results in the same systematic and thorough instruc- tion in music as that given in other branches. We endeavor to bring music into the life of every child and through music to awaken a keener susceptibility to the good and beautiful.
The course of study has been followed with but little change, the principles involved being developed and strength- ened by continued study.
Among the events of the past year the following deserve mention :
1. The music for the several parents' days and other times of celebration at the different buildings was well prepared and acceptably sung. This feature always arouses interest among the parents as well as the students.
2. In November, 1910, a lesson in musical appreciation was given at the Central Grammar school. This lesson gave the teachers an opportunity to judge of the musical experience of the children. The results were gratifying.
3. On May 26, 1911, the entire Central Grammar class sung with orchestral accompaniment at the afternoon concert of the Fitchburg Choral Union. The pupils showed a keen interest and sang with great credit.
4. On June 27, 1911, "The Lady of Shalott," a cantata, was presented by the Central Grammar chorus. The several solo parts were taken by the pupils.
5. On September 22, 1911, a teachers' meeting was held, at which the supervisor explained the new outlines and a few splendid folk dances were given by children from the fourth to the sixth grades.
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Looking forward into the new year, the following subjects appear for consideration :
1. The new plan for bringing artistic music into the lives of the children through performances in the schools of specially prepared programs by professional singers and instrumentalists.
2. The meeting of the several seventh and eighth grades throughout the city, for a general assembly, at some time dur- ing the school year.
3. The hope that some time we may own a mechanical player for illustrating the form and style of our standard classics in music.
Results of the past school year show interest, energy and progressiveness in the study of music, in grades below the High school. The great interest of the members of the School Com- mittee and the Superintendent has made possible these results.
In conclusion permit me to express my appreciation of the efficient work and hearty co-operation of the teachers and prin- cipals. Their professional spirit is the foundation of all good work. Under these conditions the work of the supervisor is of absorbing interest, and ambition is stimulated to a high degree.
Respectfully submitted,
AMY L. CONNOR, Supervisor.
December 18, 1911.
....
PENMANSHIP
My work as supervisor of writing in the grades began at the opening of the present school year in September, and as sufficient time has not elapsed to make it possible for me to sub- mit a complete report, only a general statement is attempted at this time.
The only difference between the present course and that of former years is that we are attempting to teach the subject in such a way that the student will write not only a legible hand, but one that combines the essentials of rapidity and freedom as well. Of late years, particularly in cities and commercial cen- ters, there has been an almost general demand for a simpler, more compact, and easier style of writing than any hitherto taught. Schools are now seeking to adopt a style that will occupy less space, have more freedom in its execution and answer more fully in other respects the practical purposes to which it is put in this day of dispatch. The "good hand " of a few years ago will not meet the wants of today, and so im- portant is a rapid, easy handwriting considered by business men, that the aspirant for a postion in a counting room or office cannot hope for success therein without it.
Up to within very recent years the idea has been quite prevalent that a person could not become a good penman unless he happened to be talented in that direction. A greater mistake has never been made. It is being demonstrated, at the present time in many school systems, that all school children who are not handicapped by some mental or physical defect may develop into easy, rapid, legible writers by the time they complete the grammar school course, provided they are properly started and the teaching made uniform throughout the grades. It is not by sleight of hand, nor by some particular movement that requires great skill, nor by a swing of the arm or a twist of the wrist, · that the ability to execute a good practical handwriting is acquired. It is no great thing, but many little things that
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demand attention and constitute the difference between the very good and the very bad handwriting.
Considerable time this year has been given to emphasizing the little things. Beginning in the third grade, where writing is first encouraged, the pupils are taught to assume and main- tain a healthful position at the desk; next, to use the muscles of the arm and shoulder as the pen-propelling power, while the finger muscles simply hold the writing implement. When these points are thoroughly fixed, a series of movement drills are given to develop the muscles of the forearm and get them under proper control. As soon as these are mastered to a satisfactory degree the letter forms are given and the steps in the pathway of conquering them are taken up in the following order: First, learning the form, or getting the correct idea from observation, which, to be of any value, must be accurate, comprehensive, and analytical. The more distinct the conception or impression, the clearer will be the reproduction. The second step is under- standing the form, its proportions, etc., and the third step is the reproduction of the form. Sentence writing is also taught in connection with the letter forms.
The work in the different grades at the beginning of the year was very similar but the pupils in the higher grades have progressed much more rapidly than those in the lower, which was to be expected. The best papers are approved and posted in the school room for the purpose of helping the deficient and encouraging the capable, and it is hoped that the work as a whole will progress far enough so that a writing exhibit may be held in some centrally located school building before the closing of the present school year.
Respectfully submitted,
CHARLES E. HUTCHINS, Supervisor. December 10, 1911.
REPORT OF THE DIRECTOR OF MANUAL ARTS
Fitchburg, Mass., Dec. 1, 1911.
MR. JOSEPH G. EDGERLY,
Superintendent of Schools
DEAR SIR : -
My first annual report of the work of the Department of Manual Arts is herewith respectfully submitted.
The intimate relationship of mental and motor activity, and the important part taken in industrial life by the manipulation of material and the use of tools, together with the close relation which æsthetic judgment bears to right living and to the indus- trial supremacy of the nation make instruction in Manual Training and Drawing a fundamental necessity in the public schools.
Manual Training and Drawing are mutually interdepend- ent phases of the industrial arts.
Neither can attain its greatest efficiency in the schools inde- pendently of the other. Moreover, unless the work be applied to definite purposes and closely correlated with the other school subjects and life's occupations, it will meet inadequately modern educational standards.
The value of the manual arts as a potent means of vitalizing school work, and of adding interest, clearness, and emphasis to the other subjects can hardly be over-estimated.
The fundamental purposes of the department in the elemen- tary schools are interpreted as follows : - To give instruction that shall develop ability to use drawing as a common means of expression, ability to plan simple objects of use and to exe- cute them with common tools and materials, and to train taste in the industrial and fine arts.
While a complete scheme of public education should ulti- mately take account of and foster special talent, the primary aim of the work in the elementary grades is not the teaching of art for the benefit of the talented few by the methods of the art
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and technical school, nor the mere acquisition of skill, but the more vital one of helping the many to see art through the most direct and simple means, as something intimately related to their daily needs.
Such work should be planned as will justify itself on gen- eral grounds, and be valuable for all pupils whatever their future occupations are to be.
The work assigned is of such character that it appeals to the children's interests, can be performed well by the majority, and be taught satisfactorily by the grade teacher. The shop work of the 7th and the 8th grades only requires special equip- ment and instruction.
The following general results are expected : - ability to use drawing as a means of description, and record of observation, by rapid sketches and by more carefully finished drawings, both pictorial and constructive; a knowledge of processes involved in the construction of simple objects from a variety of materials, and the ability to plan such objects and to select and use the right tools in making them ; an appreciation of what is in good taste in the industrial and fine arts.
It has been amply proven that the majority of children can learn to draw sufficiently well for purposes of ordinary practical expression and can be led to appreciate what is in good taste as readily and generally as they can progress in elementary language or mathematics.
The time at present given to the work lacks uniformity in the different schools. In order that a proper adjustment of the course may be deserved it is desirable that the allotment be uniform.
The following states in minutes per week the amount of time which it is hoped will be uniformly assigned in all schools for the coming year.
Grade 1.
100 Drawing.
0 Manual Training.
2. 100
30
3. 90
30
66
4 to 8. 90
120
The conviction is becoming general that the proportion of time devoted to this work is incommensurate with its import- ance as a school subject. In view of the prominence of Fitch-
-
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burg in the skilled industries she can hardly afford to be behind hand in providing for more training of the sort that will prepare her children adequately for the industrial life, some form of which the majority is destined sooner or later to enter.
The following topics are at present included in the course : Illustrative Drawing, Object Drawing, Nature Drawing, Color Drawing, Paper and Cardboard Work, Book-binding, Weaving, Sewing, and Wood-working. To these Modeling, Work in Metal, and Printing will shortly be added.
Two shops have been equipped this year in the high school building, for work in wood, to accommodate pupils from the 7th the 8th grades and freshmen and sophomore pupils of the high school. Indications at present are that these shops will be inadequate to accommodate all classes in Manual Training in another year or two. A third room is being equipped for printing and book-binding for 8th grade and high school pupils. The opening of this room will relieve possible congestion in the wood-working shops for a time. Equipment is also being pro- vided for high school pupils. Each grade school has been provided with a sewing machine, and the sewing department in the high school is to have necessary equipment added during the year. It is hoped that some room will be provided in the near future for the installation of the lathes and other machinery donated to the high school some years ago.
Constructive work in cardboard and elementary book- binding has been introduced into the 4th and 5th grades for all boys and girls. Weaving and book-binding in the 6th grade for boys, and sewing for the girls. Wood-working in the 7th and 8th grades for all boys, and sewing and cooking for girls.
The introduction of these topics has met with general ap- proval on the part of the teachers, and an appreciable measure of success has been attained.
The classes in wood-working are conducted by Mr. Wel- lington and Mr. Wholley, each of these teachers at present taking an equal number of classes of the different grades. The improved equipment and facilities have added a wholesome seriousness of purpose to the work, and results have been greatly improved.
The freehand classes in the high school are conducted by Miss MacIntyre. Her program at present is such as to neces-
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sitate at times from three to five different grades of pupils in one class, and the size of some of these classes is larger than is conducive to greatest efficiency in teaching and satisfactory results.
The Mechanical Drawing classes are conducted by me. While the general conditions and program are improved over last year the full program and large classes make demands upon my time and energy that could be used to much better advan- tage in making my work as Supervisor of Drawing and Manual Training in all grades a practical possibility.
I would respectfully recommend the employment of an assistant to aid in both the freehand and mechanical drawing, and to take up the work in printing.
The Sewing classes in the high school are conducted by Miss Hoyt. The work in drawing, constructive work, and sewing in the grades below the high school is supervised by Miss Eames and she is assisted by Normal students with the boy's constructive work in grade six while the girls are taking sewing.
The following is a detailed consideration of the topics taught :
ELEMENTARY SCHOOLS.
Illustrative Drawing. The work described under this topic includes the making of illustrations, maps, diagrams, working drawings, and other drawings used as a means of description when the objects themselves are not at hand. This has distinct value as a means of developing imagination and power of expression.
The graphic expression of an idea or image existing in the mind forces that image to its utmost clearness, thus strengthen- ing power to visualize and arousing desire for keener observa- tion of objects themselves as no other means can do.
The modification and recombination of these images leads to the mastery of drawing as a practical language for describing new ideas, the means employed by the architect, engineer or designer in formulating and defining his conceptions and which is valuable in almost every occupation and walk of life.
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Illustrative Drawing is begun in the first grades and con- tinued throughout all. Drawing, like any other form of ex- pression, is learned primarily through imitation of the way some one else uses it. Accordingly, children receive the most effective stimulus by seeing the teacher and other children draw, by collecting pictures, such as magazine illustrations, etc., related to the subjects they are drawing so as to see how the forms and ideas have been expressed by others, and by seeing the work of other children. The important thing is that the children draw. The free expression of ideas by drawing comes easily to all young children and develops rapidly through appeal to their interests and encouragement by example rather than by precept. Young children are satisfied to depict at first by crude symbols the ideas which things suggest, primitive narrations of what they know about the objects rather than true representations of what their eyes see at a given moment. It is impossible to secure, at this stage, close observation of the objects themselves, yet children are interested in and are ready to draw pictures illustrating their games, house occupations, and incidents or objects with which they are familiar and which make vivid impressions on their minds. These apparently complex topics are in reality simpler for the children to draw than the simple geometric type forms, which to them are mean- ingless. The resulting drawings are crude and often unin- telligible to an adult yet they are full of meaning to the child who makes them. This stage of development has a definite value of its own which consists primarily in the foundation of a habit of ready graphic expression of ideas, and should be given free exercise while it continues.
The facility gained by the child during this period in drawing in his own way the things which interest him, with constant encouragement, example, and sparing criticism is of the greatest advantage to the next stage of the work. Unless this facility becomes a habit before the age of self-consciousness and hesitation is reached it will be difficult to develop it later, and subsequent training in ability to observe closely and to record accurately will be attended with much greater expendi- ture of time and effort.
Gradual improvement is expected and realized from prac- tice and from the work in drawing from the objects themselves,
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with which the descriptive drawing is closely related and through which the children are continually gaining skill in the expression of facts of form and appearance.
The results should not be judged by adult ideas of per- fection but by reasonable attainment for each grade, not far above the average of the work of that particular grade.
As the interests of the children broaden the use of drawing is gradually extended to the illustration of all school subjects, for example, objects, incidents, maps, and diagrams relating to . history, geography, literature, arithmetic, nature study and physics.
In the upper grades, topics to be studied for some time under different aspects are made the subjects for work in sketch books, in order that the children may be induced to gather and record data regarding these particular topics from different sources. In connection with the manual training, opportunity is abundantly afforded for experimentation in sketching differ- ent shapes of objects, which are to be made, and in outlining definite plans and patterns. In these ways children are led to see drawing as a thing of use and necessity and develop ability to apply it accordingly.
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