USA > Massachusetts > Worcester County > Fitchburg > Address of the mayor, together with the annual reports for the city of Fitchburg, Massachusetts for the year .. > Part 8
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The work is done largely from dictation and through imita- tion. In all cases a full size or enlarged size model is presented to the class and the object discussed as to its shape, use, relation to other school subjects, etc. The teacher draws on the board as the children draw, a line at a time, and corrects each step of the work as it progresses. If there is a definite gain in cleanli- ness and accuracy in drawing and cutting, regardless of absolute standards, results are satisfactory.
At the end of the third year children know the quarter-inch, can rule a straight line between two points, cut on straight and curved lines, can print plain capital letters, and can recognize
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and name the simple geometric forms and relations, etc., such as circle, square, oblong triangle, straight, curved, vertical, horizontal, oblique, acute angle, right angle and obtuse angle, diameter, diagonal, parallel and perpendicular.
In the succeeding grades, opportunity should be provided as far as possible, for individual initiative effort. To develop individual initiative, and ability to plan and to carry to comple- tion simple constructive work is one of the most important aims of manual training.
The work of grade four and of the first half year of grade five is at present mainly cardboard construction, which includes the making of various forms and kinds of boxes, candle shades, mats, match scratches, cards involving different geometric shapes, etc. Effort is made to increase the content of this work by pointing out its relation to such industries as sheet metal working, patterns, furniture, and cabinet making, house build- ing, etc., and by illustrating and imitating these directly or incidentally with cardboard models.
The materials used consist of cardboard, twine and paste. The tools are the scissors, punch, and drawing instruments, which include a 45° triangle, compass attachment and rulers. The ruler used in the first half of the year is graduated to one- eighth inch and that used in the last half to one-sixteenth inch.
The teacher is supplied with blackboard tools, consisting of a triangle, a ruler graduated to one-quarter inch and a pair of compasses. Drawing naturally plays an important part in the work and is largely in the nature of instrumental drawing.
First work is done mainly from dictation and care is taken to see that the following is exact. The drawing to enlarged scale, is put on the board exactly as the children are expected to lay out their work, one line at a time, and in their presence.
The blackboard drawing includes the dimensions and proper conventions of working drawings, but these are omitted on the cardboard.
Simple lettering is taught throughout the course in connec- tion with the names of pupils and models beginning with the capitals and later introducing the lower case or small letters -- attention being devoted to good form, proportioning, and spacing. While formal definitions of geometric terms are not
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expected, care is taken that the correct terms are used and that the qualities of the various forms are known and recognized.
As the work progresses pupils are occasionally required to make fully dimensioned working drawings -- following the work of the teacher at the board The models are then made with but little direction, the board work having been erased and the pupils working from their own drawings.
A reasonable degree of accuracy is secured because of the nature and demands of the work-and these demands increase as the course progresses.
At one stage the work is conducted somewhat as follows : - the completed model, e. g., a box is presented to the class ; a few children at the board and the rest at their seats, make sketches of the development, adding laps and the dimensions of all parts. Then over-all dimensions are figured and also the area of the surfaces, and the contents of the box, if possible. Each pupil then makes a box working from these sketches. Such lessons should be conducted with a minimum of leading questions on the part of the teacher.
At another stage each pupil is required to design and to make some object-as a hexagonal tray, of limited size, the sides to be of pleasing proportions and shape and appropriately decorated. Methods of fastening sides, tying, lacing or pasting are left to the pupil's initiative. Preliminary sketches are made and these followed by working drawings before the model is made.
Results are considered satisfactory if the work is clean, the lettering clear, well formed, and well spaced, and the measure- ments accurate within one-sixteenth of an inch. Incidentally the children have learned the names and qualities of the com- mon geometric figures and methods of constructing them, have gained some general neatness and precision, and have acquired a knowledge of how their materials are worked up into objects.
In the last half year of grade five exercises in book binding and similar work are introduced.
The work will employ many of the same processes as the cardboard construction. Its purpose is to develop greater accuracy in the use of the tools, to give further practice in making simple working drawings, to provide increased oppor- tunity for the development of initiative and invention, and for
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correlation with drawing, 'lettering and design; and to give some experience in elementary bookbinding.
The articles to be made will lend themselves easily to mod- ifications by the pupils, and a prominent feature of the work will be the planning of the several parts, including the making of the working sketches by each pupil individually. The pro- jects will afford opportunity for invention and will require an application of the pupil's knowledge of construction and decora- tive design, coloring and lettering.
The materials to be used are heavy pasteboard, book linen, cover and lining papers, tape, paste, sewing linen, and paper for pages, etc. The tools required are essentially the same as for the cardboard work. Presses and sewing frames will not be needed. The projects contemplated in this grade will include such as the following : Note books, covers, memorandum pads, needle cases, calendar stands, clipping files, etc.
In grade six work in book binding will be continued by the boys, while the girls take sewing. More advanced projects, such as bound portfolios and sewed and bound books will be undertaken.
In the latter half of this year the boys will take up exer- cises in weaving, while the girls continue sewing.
The aim of the weaving work is to provide opportunity for thoughtful, purposeful planning and making through the use of simple materials and processes of textile industry. The looms required for this work are of the simples form and made by boys of the seventh grade woodworking classes. The same operations are performed in using these looms as in any kind of mechanical weaving. The materials to be used are raphia, cot- ton yarn and jute.
The projects will require constant application of the pupil's knowledge of design and color, and will include such as bor- dered and plaid mats of warp thread and fillings, and small rugs of warp thread and jute, etc.
The instruction should serve to interest the children in looms, in beautiful textile products, in the materials used in the textile industry, and in the preparation of these materials and the source of their supply.
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In grade seven woodworking is introduced and is con- tinued through grade eight. This work is provided for all boys and is carried on in the high school shops.
The purpose of this form of work in the grades is not so much to give proficiency in the technique of woodworking as to develop a general dexterity of handling tools, a comprehen- sion of the problems presented by common constructive work and an ability to plan and carry to completion simply con- structed objects of wood.
The prominent place given to woodworking in the scheme of hand training is due to the fact that it provides a greater variety of manipulation, a closer contact through the finished product, with the life and interests of the children, a technique more easily adaptable to the necessity for a somewhat orderly progression of exercises, and a better opportunity for inculcat- ing habits of neatness, order and exactness, than any other form of bench work.
The work of the first half of the year serves as'a general introduction to most of the tools to be used, and affords a knowledge of the simplest processes, without insistence on great accuracy.
The work of the last half of the year lays more stress on the development of technique, and introduces more construc- tion, demanding greater accuracy.
The work of grade eight gives opportunity for the indi- vidual pupil to apply his knowledge and skill to the solution of constructive problems, and to exercise his initiative in selecting and planning his projects.
Any prescribed course in this work, if rigidly carried out, would result in a certain undesirable uniformity. A series of models embodying certain definite and progressively arranged exercises is provided, however, for those pupils to whom the more desirable individual project work cannot be given with good results, and wide latitude provided for special projects wherever conditions warrant.
Some of the projects which it is expected will be under- taken are book racks, taborets, tables, cabinets, etc., and vari- ous objects and repairs needed about the building, etc.
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Definite provision is made for the designing of projects in the class room as exercises in drawing, and the carrying out of these designs in the shops.
Throughout the course, effort is made to interest the pupils in good examples of furniture, cabinet work, interior finish, etc., and in the different kinds of woods used, their growth, nature, etc.
The variety of woods used in the work should be as large as possible consistent with necessary economy.
In grade seven the exercises embodied in the models and objects of the first half year include the processes employed in reducing stock of the right thickness to required length and width, sawing on curved lines, modeling with spoke shave, fastening with nails, and sand papering.
The objects at first are such that their usefulness is not greatly impaired by minor inaccuracies in form and measure- ments. Opportunity is thereby offered to encourage freedom in the use of tools and to give pupils a sense of achievement even though the time given to the work is limited.
The freedom and relative crudity and inaccuracy of some of the results should not be confused with carelessness, and slip- shod or slovenly work.
In making some of the objects the pupils are required to design or determine the shape and size, and to make freehand · dimensioned working drawings. In making others they are required to work from drawings provided, in order to learn to interpret the thoughts of others expressed in the form of working drawing.
At the end of the first half of the year the pupils have gained a practical acquaintance with the different saws and planes, with the rule, try square, gauge, spoke shave, hammer, nail set, and sand paper. While they have acquired little skill in the use of these tools they have used them with some degree of freedom and for the right purpose.
They have learned something about the characteristics of wood and have produced some articles for which a real need has been demonstrated.
In the last half of the year the objects afford exercises in the reduction of stock to the three given dimensions, modeling with knife, spoke shave, chisel and planes, boring with auger
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and bits, fastening with screws, scraping, filing, sand-papering staining, and finishing.
The models and projects make a greater demand upon the pupil for accuracy, and attention is given to the careful and correct use of the tools.
With the exception of those objects which are designed by the pupils as a part of the drawing lessons the pupils work from finished working drawings provided, and from their own sketches.
The work of this half of the year gives knowledge of few additional tools, but develops the pupils' skill, and adds to their knowledge of processes and to their sense of achievement.
In grade eight the purpose of the work is to develop more fully the skill and judgment of the pupils, and to give them a correct appreciation of their own ability to convert materials into a finished product of practical use and which meets a demand.
The models and projects demand more careful attention to accuracy of measurement, skill of manipulation, more knowledge of joinery and a greater appreciation of fitness to purpose.
At the completion of the course the pupil should possess some degree of hand skill, a readiness to select materials and tools for a given purpose, which comes from familiarity with constructive processes, and a certain judgment based on experience.
Modeling. Instruction in modeling is to be introduced in a number of schools during the year in grades one to six.
The work in this topic aims to train the tactile sense, to help children to realize the third dimension of objects by repro- ducing them, and to suggest the uses of plastic material.
Practice in this concrete method of representation results in increased hand skill and appreciation of form, increased ability to represent by drawing, and ability to think in terms of three dimensions.
In grade one the children will at first imitate models done by the teacher until ability to represent their own ideas is gained.
In grades two and three the children will model things which they are later to draw.
In grades four to six the topics will be similar to those for
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drawing. The children will represent in the round or in bas- relief what they are to draw, and will study and make designs for objects involving good spacing and outline, such as tiles, tablets, pottery, etc.
Sewing. Instruction in sewing is given to the girls in grades six and seven while the boys are doing constructive work. The sewing of the seventh grade alternates with instruc- tion in cooking and domestic science.
The purpose of the work is to provide opportunity for thoughtful, purposeful planning and making, through the use of simple materials and common processes of needle-work; to develop ability in plain sewing and mending, to plan, cut and make simple objects and garments, and to select and use materials of appropriate quality, texture and color, and pro- cesses suitable for given purposes ; to develop good taste in dress, and an appreciation of beautiful needle-work and wearing apparel, etc .; to teach the proper care of clothing, value of neatness and cleanliness, and to give a knowledge of the growth, manufacture, source of supply and method of pur- chasing the materials used.
The articles made in grade six include-work-bags, needle- books, etc., and the cooking uniforms to be used in the seventh grade. This involves exercises in basting, stitching, over- casting, turning hems, hemming running, overhanding, putting on bands, button holing, sewing on buttons, cutting from paper patterns, and in the use of the sewing machine.
In grade eight such articles as aprons, under-clothing, doilies, etc., are made, and practice is given in mending, darn- ing and.patching, etc., and in the further use of patterns and the machine.
Home work is encouraged throughout the course and every effort made to make the work of practical value.
HIGH SCHOOL.
The purposes of the manual arts work in the high school . are in general the same as in the elementary grades, but more technical skill, a clearer comprehension of fundamental prin- ciples, and more specific application of practical purposes and industrial requirements are expected.
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The courses are modified more or less to meet special conditions and the exigencies of the elective system.
The general results expected may be stated under the topics : representation, design, constructive drawing, manual training and sewing.
Representation. The study of drawing should develop in- creased ability to represent the appearance of things,-from the objects themselves, from memory and from imagination, and to apply the principles of perspective and pictorial and decorative composition.
1 .. Ability to describe things by quick sketches with greater accuracy and expressiveness, which is of value because it is a convenient aud extremely useful means of expression, and because it trains one to distinguish and record quickly the essential features of objects.
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2. Ability to make drawings in outline, light and shade, and in color for the purpose of showing the appearance of ob- jects somewhat fully, and which carry representation to greater completeness and artistic effect.
3. Ability to make drawings, the purpose of which is to record exact facts of form and structure, rather than to produce artistic effects and which is valuable because it develops keen perception, affords a means of testing the clearness and precision of the pupil's observation and is useful in the study of botany, zoology, physics and other sciences.
Design. The study of design should further develop good judgment regarding the fitness and beauty of constructed ob- jects, and taste in the things which make up the environment of every-day life.
1. Power to discern between the merely pretty, or attrac- tiveness which is superficial and temporary, and that which is beautiful, gives capacity for enjoyment which is satisfying and permanent. Whatever develops aesthetic judgment raises the standard of living. Better taste demands for its satisfaction more beautiful industrial products and better designers. With the increase of this demand it will become an industrial neces- sity to train competent designers, and to discover and foster the ability of those of special talent is an important function of the high school.
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2. Appreciation of the fine arts in their various expressions, such as painting, architecture and sculpture, in connection with the study of representation. These furnish an intimate interpretation of the spirit of the times in which they find ex- pression hardly second to that of literature.
The faculty of artistic appreciation is almost universal and readily comes under wise leadership, to some degree of power to enjoy and discriminate.
3. Interest in Civic Art. Pupils should know not only the art of the past but the ways in which the problems of today are best met. They should become familiar through photo- graphs, reproductions or otherwise with good designs for build- ings, fountains, bridges, water fronts, and other things which may contribute to beauty in communities.
The freehand design work is applied in leather work, stencilling, covers, posters, portfolios, interior decoration, etc. Applications will later be made to printing, textiles and work in copper, etc.
Constructive Drawing : The course in constructive or me- chanical drawing should develop ability to note and record from objects or ideas all necessary facts of form and dimensions in such manner that the object may be constructed from the drawing.
This involves-1. Ability to make freehand sketches from existing objects or in formulating ideas of constructive design which adequately describe the structure of the object and contain all required data of form and size.
2. Ability to make finished instrumental drawings, in ac- cordance with the conventions of drafting practice, from which tracings and blue prints may be made.
The constructive drawing is correllated as closely as pos- sible with the shop work, and in the first two years consists mainly of working drawing of furniture and other objects to be made of wood. In the junior and senior years more technical problems are given and options offered in machine and archi- tectual drawing.
The principles of structural design are studied and applied throughout the course.
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Manual Training : The results expected from manual training are as follows :
1. That pupils will be able to plan and carry to completion projects relating to the crafts and industries, and to the physi- cal sciences. The ability acquired should be such as to enable them to meet successfully the constructive problems arising in connection with the various school subjects, such as mechanics, mechanical drawing, design, physics and chemistry, and should assist in the solution of similar problems arising later in busi- ness or home life.
2. The pupils will possess that skill of hand which is the result of a proper co-ordination of mental and manual activity, and which is of value because it induces a beneficial mental re- action ; stimulates one to bring into fuller activity his physical powers, with the consequent benefits; and because aside from its place in the constructive activities it is useful in all other vocations requiring a high degree of efficiency in manipula- tion-as in surgery, dentistry and scientific work generally.
3. That pupils will have a sympathetic appreciation of the intelligence and labor involved in the planning and executing of the world's industrial work. The work at present consists mainly of wood-working with the ordinary bench tools, but it is hoped to add wood-turning, pattern-making and work in metal.
Sewing: The course in sewing should give increased knowledge of textile materials and processes of needlework, ability to plan and carry to completion simple garments and articles of household use and to select suitable materials, and should further develop good taste and judgment in matters of dress.
The articles made include aprons, under garments, shirt waists, and simple dresses, and articles used in the cooking classes. This year pupils have made the sheets, pillow cases, covers, curtains, etc., required in fitting up the room for work in domestic science.
The work requires constant application of the pupil's knowledge of drawing, design and color. Pictures of costumes, etc., are discussed, and fitness, line and space relations, and harmonious schemes of color considered and applied.
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In conclusion I desire to express my thanks to the superin- tendent of schools and the school committee for their hearty co-operation in supporting and advancing the work of the department.
LUDWIG FRANK, Director of Manual Arts.
TEACHERS AND SALARIES 1912.
HIGH SCHOOL.
Principal, Charles T. Woodbury, American History and Civics, $2,600
Harry C. Barber, Mathematics, 1,700
James A. Chalmers, Chemistry, Astronomy and Geology, 1,200
Marion A. Eason, Industrial Mathematics and Physics, 1,200
Charles F. Edmands, Biology and Algebra, 1,300
*Ludwig Frank, Mechanical Drawing, 2,000
William B. Hunter, Industrial Training, 1,700
*Charles E. Hutchins, Commercial Subjects, 1,600
William A. Leighton, Latin and English, 1,500
Roy W. Lord, Physics, Chemistry and Mathematics,
1,400
James M. McNamara, Physics,
1,700
George E. Wellington, Manual Training, 1,000
Roy A. Wholley, Manual Training,
1,200
Lilla R. Birge, German, 750
Alice W. Brown, English,
900
Irene C. Cowles, French,
900
Jane F. Currier, Shorthand and English, 900
Anna E. Dunn, English and French, 900
Caroline F. Fairbanks, Latin and Mathematics, 900
Maude L. Gifford, Latin, Algebra and History, 900
Alice M. Greathead, French and English,
900
Rina M. Greene, English, 900
900
Annie K.Kirby, Commercial Arithmetic and Bookkeeping, 750
700
Mary B. Lyons, History and English,
Marion I. McIntire, Drawing, 900
Josie S. Miner, Typewriting, 900
Alice B. Hoyt, Special Class,
*Supervisor of Manual Arts in all grades.
tSupervisor of Penmanship in grade schools.
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Harriet M. Silsby, History, Commercial Arithmetic and Commercial Geography, $900
Mary C. Smith, History and Civics, 900
Helen F. Stratton, English, 900
Maud E. Whitney, English and Algebra, 750
F. Howland Woodward, Singing, one lesson per week,
250
Alga E. Webber, Elocution and Physical Culture, two days per week, 150
Bertha L. Sherwin, Librarian,
750
SCHOOL STREET.
Harriet M. Delehanty, $760
Dora F. Harris, 720
Jessie E. Worster, 720
Mary A. Dunn, 720
PLEASANT STREET
Frederic A. Shattuck, $1,200
AND ACADEMY
Adelberta A. Haskins, 720
STREET.
Mary E. Whitty, 720
Anna E. Ward,
720
Mary J. McGrath,
720
Grace B. Phillips,
720
Grace U. Davis,
720
Ella F. Caswell,
720
Sarah M. Bacon,
720
Mary A. Conrad,
720
Sarah F. Derby,
720
M. Lizzie Kimball, 720
Edna A. Spring,
720
Catherine E. Whitty,
720
Mary E. Hackett, 720
Florence Day, 720
Mary F. Sheehan, 720
Sallie A. Champney, 720
Kindergarten-Lucy A. Bailey, 680
LUNENBURG STREET. Katherine A. McGrath, $760
Annie F. Carey, 720
Ellen E. Shaw, 720
Kindergarten -Louise Minott, 560
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SCHOOL REPORT .133
GOODRICH STREET.
Mary C. Keough,
$900
Annie F. Slattery, 720
Mary A. Kane,
720
H. Josephine Sheehan,
720
Katie A. Gallagher,
720
Jennie A. Goodrich,
720
Marcia I. Richardson,
720
Elizabeth A. Smith,
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