USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1890-1892 > Part 23
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See outline for study of plants and animals.
Second Year.
I. Observation.
(a) The whole body, care, health, cleanliness, comfort; including " special instruction as to the effects of alcoholic drinks, stimulants and narcotics;" (b) Parts, care of, uses. [ NOTE. - Teachers should find out defects in eyesight, hear- ing, and other physical defects, and act accordingly. ]
Third Year.
I. Observation.
(a) As a whole, as in previous grades; foods and drinks; work, rest, recreation; protection against sickness; (b) Parts of the body that can be seen, uses, care of. Les- sons and stories of good living and good manners, including "special instruction as to the effects of alcoholic drinks, stimu- lants and narcotics."
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SCHOOL REPORT.
Fourth Year.
I. Observation.
(a) As a whole, inculcate rules for correct living, e. g., correct habits, proper food and drink, play, work, rest, clothing, cleanliness; including "special instruction as to the effects of alcoholic drinks, stimulants and narcotics; (b) Continuation of study of parts of body.
Fifth Year.
I. Observation and reading.
(a) Continue work of previous grade; (b) Walls and limbs; (c) Skin, muscles, fat, blood, blood vessels, nerves, bones, joints, ligaments; (d) Means, and importance of ventilation, and "special instruction as to the effects of al- coholic drinks, stimulants and narcotics."
Sixth Year.
I. Observation and reading.
(a) Continuation of health lessons of previous grade; (b) The body as a whole, recapitulation of parts; (c) In- ternal organs, name and place of each, connection and rela- tion, the work of each; (d) "special instruction as to the ef- fects of alcoholic drinks, stimulants and narcotics."
Seventh Year.
I. Observation and reading.
(a) Continuation of work of sixth grade ; (b) Digestive system, course of food, care of teeth, mastification, time for eating, etc. ; (c) Circulating system, course of blood, loca- tion of organs, arteries, veins, pulses, treatment of cuts, bruises ; (d) Respiratory system, course of the air, nose breathing, deep breathing, evil effects of compression, ef- fects of breathing impure air, of colds, treatment of persons rescued from drowning, and of those who have swallowed . poison. Special instruction as to the effects of alcoholic drinks, stimulants and narcotics.
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SCHOOL REPORT.
Eighth Year.
I. Observation and reading.
(1) Bony system. (a) Growth of bones; (b) Beauty and harmony of structure and function ; (c) Deformities, how avoided, how cured.
(2) Muscular system. (a) Attachment and arrange- ment of muscles ; (b) Blood supply ; (c) Principles in training.
(3) Nervous system. (a) Division of nervous system ; (b) Uses of nerve centres and nerve fibres ; (c) Sleep, the best form of rest ; (d) Dependence of nervous system on other systems of the body (e) Necessity of sunlight and pure air.
(4) Skin. (a) Uses of; (b) Bathing ; (c) Clothing. Teach pupils (1) to know what is right in the use and care of the body, and why ; (2) To know what is wrong in the use and care of the body, and why ; (3) To feel the obligation to do right, and to choose to do it ; (4) To be charitable and helpful.
Teach the pupils to abstain from the use of stimulants and narcotics, (1) Because they know and feel it to be right ; (2) Because they desire to become strong and upright men and women.
IV. NATURAL PHENOMENA.
First Year.
I. Observation.
(a) Day and night ; (b) Sun, light, moon, stars; (c) Rain, hail, snow ; (d) Winds.
Second Year.
I. Observation.
(a) Continue work of first year ; (b) Day and night, air, wind, forms of water. Observe when occasion is pres- ent.
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Third Year.
I. Observation.
Sun, light, heat, fire, moon, day, night, darkness, cold, air, wind, forms of water, vapor, steam, clouds, mist, fog, rain, hail, the rainbow, etc.
(a) Observe ; (b) Note changes of forms of water ; (c) Effects of heat, cold, wind, motion, etc.
Fourth Year.
I. Observation and reading.
(a) Continue work of previous grades ; (b) Observe ef- fects of heat, cold, moisture, winds ; (c) Beauties of sky and cloud ; (d) storms, gales, tempests ; (e) Weather pe- culiar to the several months and seasons.
Fifth, Sixth and Seventh years.
Continue work of preceding grades. Study natural phe- nomena connected with Geography, for which see outlines in Geography.
Eighth year.
Elementary physics.
(a) States of matter ; (b) Motion and force ; (c) Gravi- tation ; (d) Mechanical forces ; (e) Pressure in fluids ; (f) Heat ; (g) Light; (h) Sound; (i) Chemical action and changes.
OUTLINE COURSE IN MINERALOGY.
Third Year.
Earth, soil, gravel, sand, pebbles, rocks, coal, iron, slate. (a) Collect and label specimens with locality ; (b) recog- nize and name ; (c) principal characteristics ; (d) uses.
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Fourth Year.
(a) Continue study of subjects of previous grade ; (b) observe one or more qualities ; (c) collect samples of earth from hills, level country, low valleys ; (d) compare uses and values.
Fifth Year.
(a) Continuation of subjects of previous grade ; (b) col- lect, recognize, and name typical minerals, metals and rocks; (c) note distinctive qualities and uses ; (d) compare qual- ities and begin simple classification ; (e) fertility of soils.
Sixth Year.
(a) Continue work of fifth grade ; (b) select typical minerals, metals and rocks for careful examination of qual- ities and uses ; (c) study specimens from localities in the United States ; (d) natural wealth or resources of countries; (e) action of the elements upon rocks, making of soil.
Seventh Year.
(a) Study of the useful rocks and their geographical distribution ; (b) geographical distribution of coal, iron, and other metals.
Eighth Year.
(a) Collect minerals and metals used in the arts ; (b) their geographical distribution ; (c) their manufacture ; (d) qualities and uses ; (e) values.
FORM, COLOR AND FREEHAND DRAWING. I. FORM.
First Year.
(a) Typical models; (b) Tablets; (c) Forms in na- ture.
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SCHOOL REPORT.
Second Year.
(a) Typical models; (b) Tablets; (c) Applications in nature; (d) In common things.
Third Year.
(a) Typical solids; (b) Vase forms; (c) Common uten- sils; (d) Forms in nature.
Fourth Year.
FORM AND COLOR.
(a) Continue work of previous grades; (b) Observe forms and colors in natural objects and in objects made by man; (c) Harmony of form and color ..
Fifth year.
(a) Continue work as in fourth grade; (b) Simple studies in ornamentation.
Sixth year.
(a) Continuation of previous grade work; (b) Studies in harmony of color and in simple ornamentation.
Seventh and Eighth years.
(a) Form and color studies continued; (b) Special re- lation to art and architecture.
II. COLOR.
First year.
(a) Standards in paper; (b) In nature.
Second year.
(a) Standards in paper, worsted, cloth, pigments; (b) In nature, trees, leaves, fruits, flowers, sky, etc.
Third year.
(a) Continuation of second year's work; (b) From spectrum; (c) From nature; (d) Plants, flowers, etc.
For succeeding grades Form and Color work are grouped in the outline.
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SCHOOL REPORT.
MECHANICAL DRAWING AND CONSTRUCTION.
Fourth year.
I. Drawing.
Tools : rule and pencil.
I. Draw horizontal, vertical, and oblique parallel lines.
2. Locating lines at given distances (arrangement.)
3. Dividing lines into inches, 1/2 in., 14 in., 1/8 in .; bisect- ing, etc
4. Measuring books, slates, desks, etc. Laying off lines of exact measurements.
5. Draw squares and oblongs by aid of cards with square corners ; angles ; crosses. Apply in simple working draw- ings.
6. Practical applications of above at teacher's discretion ; e. g., repetition of units in borders.
7. Application of above to work in arithmetic.
II. Construction.
Material : sticks, tablets, and paper (manila and colored.)
I. Folding squares ; diameters and diagonals, areas, cir- cles, diameter and radius.
2. Cutting quadrilaterals and triangles, crosses ; develop- ments, patterns of cube, to correspond with the freehand drawing. Applications ; e. g., repetitions of units in borders and surface coverings.
3. Clay modeling : tiles, fruit and leaves.
Fifth year.
I. Drawing.
Tools : pencil, rule, angle 45 degrees, compasses and pencil.
I. Review work of fourth year. Teach 1-16 inch.
2. Draw quadrilaterals (all the parallelograms) and tri- angles (by taking half the quadrilaterals.)
3. Draw patterns of cube, square, and right-triangular prisms, rectangular box. All drawings to measurement.
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SCHOOL REPORT.
4. Working drawings of same.
5. Draw circles : diameters, semicircle, and quadrant.
6. Draw fractions of a circle : 1/2 14 1/8 1/3 1 6.
7. Application as in forth grade.
II. Construction.
Material: manilla paper, card-board, paste.
Tools: scissors, knife, cutting-board.
I. Continue and review work of fourth year.
2. Make tablets of card-board as above ; fractions of cir- cles ; maps of paper and card-board. Cut out all forms drawn, to test accuracy.
3. Make patterns as above, and paste.
4. Clay modeling as in fourth grade ; make clay maps.
Sixth year.
I. Drawing.
Tools : pencils, rules, angle 45 degrees, pencil and com- passes.
I. Review previous work. Begin drawing to scale, half size and quarter size.
2. Draw all quadrilaterals. All triangles. Application in designs.
3. Draw patterns as before, adding equilateral-triangular prism. Working drawings to scale.
4. Divide circles into thirds and sixths. Draw hexagon.
5. Ellipse (string and pins,) vase forms, shields, etc.
6. Block letters.
7. Simple geometrical problems in plane figures.
II. Construction.
Material: clay, manilla paper, card-board, soft wood, paste, glue.
Tools: scissors, knives.
I. Construct figures drawn.
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SCHOOL REPORT.
2. Invention. Application in designs for borders and surface coverings.
3. Make letters.
4. Make fractions.
5. Make maps.
6. Clay: tiles, bas-reliefs, maps, invention of designs in clay.
Seventh year.
I. Drawing.
Tools : pencils, rules, angles, pencil and compasses, T square, and drawing-board.
I. Review work of previous grades. Draw to scale, I inch equals I foot.
2. All quadrilaterals and triangles to scale and upon given lines ; erect perpendiculars.
3. Draw ellipse and oval.
4. Draw patterns as in drawing-book. Working drawings, three views.
5. Lettering. Designs for ornaments.
6. Continue geometric problems involving the circle, in- scribing and circumscribing, e. g., triangles, squares, and hexagons.
In the revision of these courses of study no effort has been made to reconcile the many conflicting theories that exist concerning just what subjects should be taught or the prop- er order of their presentation. Upon such questions opinions will always differ, and without serious injury to the schools. There are, however, certain well defined principles that should be carefully considered in the preparation of courses of study, and which have directed your sub-commit- tee in its work of revision. In order that the changes which have been suggested may be more fully understood the following brief explanation in relation thereto is herewith presented :
18
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SCHOOL REPORT.
HIGH SCHOOL COURSES.
The revision of the High School Courses of study has been largely influenced by the requirements of the college examinations on the one hand and by the popular demand for elective courses, giving the pupil a wider range in the selection of studies, on the other. These influences have lead to the following changes : In the general and English courses the work in general history and in English-includ- ing English grammar, composition and literature-has been materially strengthened, laboratory work in physics and chemistry introduced, and French, German and Latin made, in a measure, elective.
A scientific course, fitting for the Institute of Technology or other scientific schools, has been introduced and has al- ready met with considerable favor.
In the College Preparatory Course, which is largely de- termined by the requirements for admission to college, the course in mathematics has been extended to cover three years, two years of either French or German provided, and all subjects not absolutely required in preparation for college eliminated.
It is believed that these changes, together with those of equal importance which have been made in the courses for the lower grades, will materially strengthen the future work of our High school.
GRAMMAR AND PRIMARY COURSES.
In the revision of these courses it has been the aim first, to eliminate all dead and useless matter, the presence of which has seriously interfered with the proper training in essentials ; second, to present the various subjects to be studied in the logical order of their dependence.
A comparison of the revised courses in arithmetic and
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geography with those previously in use in our schools will well illustrate my meaning.
ARITHMETIC.
The course in arithmetic as revised recognizes but four lines of work to be carried on in a large measure simultane- ously.
They are as follows : (I) the four fundamental operations; (2) fractions, common and decimal ; (3) mensuration ; (4) percentage.
It has been demonstrated beyond the possibility of a doubt that these four lines of work can be pursued in one-half the time usually devoted to the study of arithmetic, and with far more satisfactory results.
GEOGRAPHY.
Text-books in geography and the many outline courses that have been devised for use in our schools have far too generally had in view the study of a vast mass of purely in- cidental matter under which the main subject has been hope- lessly buried. The real purpose in the study of geography should be to gain a knowledge of the physical features and conditions of our own locality-primarily our own conti- nent-as a means of comparison with all others, thereby gaining a knowledge of the whole earth. Political divisions, governments, religions, manners, customs, and pursuits are but incidental topics, and as such should not be given undue prominence.
These opinions find practical expression in the revised course as presented, to the end that time may be gained for the more careful consideration of other important subjects.
LANGUAGE AND ELEMENTARY SCIENCE.
These two subjects are here considered together because
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SCHOOL REPORT.
it is believed that an important and mutually helpful rela- tion exists between them as parts of a school curiculum.
The fact is generally recognized that the teaching of language in our schools is not productive of satisfactory re- sults. Pupils graduate from our grammar and high schools without having acquired right habits, either of thought or of its proper expression in language. The ability to use language correctly and easily is entirely a matter of habit, and as such can only be acquired by constant practice, not simply in the expression of thought, but in its correct expression. In the teaching of language, therefore, we should train the child to right habits of thought and at the same time afford him every oppor- tunity for practice in the correct expression of his thoughts.
· How better can these two results be attained than by teaching the child first, to know what there is in the world about him, and then by training him to express that knowledge in good English. It is largely to this end that the course in Elementary Science has been introduced, and while it is not assumed that, if put in op- eration, all of the difficulties in language work will be . removed, it is confidently believed that if good results along the lines suggested must follow.
The outline as presented does not imply a definite order in which the various branches of Natural Science must be taught ; but is simply suggestive as showing what material may be used, with the; hope that each teacher may become interested in some one or more lines of this work and introduce its systematic study in her school.
In this connection I desire to refer to a matter that has a direct bearing upon the language work of the Grammar grades, namely, the action of this Board in establishing, at the suggestion of its chairman, school libraries for use in each room of these grades. Superintendent Howland of
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SCHOOL REPORT.
Chicago, says : "Above the primary grades reading should be for culture, for information, tor broadening and deepen- ing the knowledge and thought of the pupil, rather than for cultivating oratory, so called, one of the most, if not the most pernicious exercise of the school room."
Recognizing the truth so concisely stated in the above quotation, I believe this action of the Board will have an im- portant influence in the future training in our schools.
HISTORY.
The course in History presents no wide departure from that previously in use. The effort has been made to render it as concise as possible so that the salient facts and rela- tions in the history of our country may be easily acquired, and retained without unreasonable effort.
It is believed that the preliminary course in historical reading, newly introduced, will prove of great advantage both in leading up to, and supplementing, the formal study of history in the seventh and eighth grades, and in develop- ing such a love for the work as will lead to wide historical reading in after life.
With this brief explanation the revised courses are sub- mitted for your consideration, with the hope that such changes as have been made will prove of practical value in the future work of the schools.
PRIMARY AND GRAMMAR SCHOOLS.
The work in the Primary and Grammar grades during the year has shown continued progress in spite of conditions not the most favorable. Overcrowded and imperfectly graded rooms, frequent interruptions on account of altera- tions and repairs, an epidemic of diphtheria and insufficient- ly heated school rooms are among the causes that have con-
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SCHOOL REPORT.
spired to interfere with the harmonious working of the schools ; in spite of which, however, the usual amount of work has been accomplished.
The following changes in teachers have been made since Sept., 1891 :
CENTRE DISTRICT.
Miss Sweetser was promoted to succeed Miss Fairbanks, as principal of the eighth grade, and Miss Eva W. Crane elected as her assistant. Miss Florence H. White was elected as assistant to Miss Chapin in the primary grades.
GROVE STREET DISTRICT.
Miss Barrett and Miss Young were each advanced one grade on account of Miss Swett's promotion to the High school, and Miss A. Louise McCormick elected as teacher of the fifth grade, made vacant by previous promotions. Miss Smith was transferred from the Vinton street school to the first and second grade, and as she was granted leave of ab- sence for one year her position was filled by the election of Miss Hattie M. Cutter.
VINTON STREET.
Mrs. Dermot was advanced to the third grade made vacant by the transfer of Miss Smith to Grove street, and her position filled by the transfer of Miss Trowbridge from Grove street.
MELROSE HIGHLANDS.
Miss Mitchell was given charge of the sixth grade at Green street, Miss Guptill promoted to the fifth grade at Franklin street and Miss Theodora Teague elected to fill the vacancy occasioned by these promotions.
Miss Randlett being granted leave of absence for one
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year, her position was filled by the election of Miss Hattie M. Field.
UPHAM HILL.
Miss Call was transferred from the Ripley to the first and second grades on Upham hill, and Miss Annie G. Smith elected as teacher of the seventh grade, which it was found necessary to establish in this district.
RIPLEY.
Miss Esther M. Davies was elected teacher of this school to succeed Miss Call, transferred.
THE HIGH SCHOOL.
The report for the year from this school shows a material increase in the number of pupils attending. The school at the present time numbers two hundred pupils and seven teachers.
During the summer vacation Miss Mansfield was granted leave of absence for one year and Mr. Oliver B. Roberts, Jr., of Melrose, was elected to fill the position during her ab- sence. The choice was a fortunate one and the work in Greek and German has been ably conducted by him since he commenced his duties in September.
On account of the rapid growth of the school it was found necessary upon its opening in Sept., to add two teachers to the force previously employed. To fill these positions Miss Fairbanks and Miss Swett were advanced from the respec- tive positions in which each had demonstrated her peculiar abilities as a teacher, thereby granting to them well merited promotion, and materially strengthening the teaching force of the school.
MUSIC.
An important change in this department was made dur-
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ing the summer vacation, when, by vote of the Board the Tonic Sol Fa System was abandoned and the Staff Notation substituted.
This change implied a change in teachers, and Mr. Grant Drake of Melrose was elected to succeed Mr. Harry Benson. As this change did not go into effect until last September it is too early to place any just estimate on what has been ac- complished since that time. There is ample evidence how- ever, that the work is progressing in the right direction and there is no reason to doubt but that in another year the music in our school will be upon an intelligent basis and will have real educational value.
DRAWING.
Those who attended the Drawing Exhibition held in the Town Hall last year can testify to the progress that has been made in this important department of our schools in the last three years.
Unfortunately, the teacher of drawing, Miss Creveling, was obliged to resign at the end of the school year, and thus interrupted the work of the department which she had brought to so great a degree of efficiency. In the election of Mr. Carter, also director of drawing in the Woburn schools, as her successor, a fortunate choice was made.
The work has gone on with no apparent interruption on account of the change, and it is safe to affirm that better work educationally is being done in this department to-day than ever before.
EVENING SCHOOLS.
Early in the spring of 1891, an evening school was opened in the High school building, as an experiment to test the de- mand for such a school in our town. To the surprise of all con- cerned, pupils flocked to the school until the enroll- ment reached 212. The average attendance during the first
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SCHOOL REPORT.
four months after organization was 175, gradually falling to about 60 when the session closed.
The school was very successful and seemed to fill a very general want.
The sessions of the school have been reopened, and although the attendance is much smaller than last year, the work is progressing in a very satisfactory manner.
As there seems to be a demand for an evening drawing school, I would respectfully recommend that should the demand exist when the next term of the evening school begins such school be opened.
In closing this my second annual report, I wish again to thank the citizens of the town, the teachers and the mem- bers of the Board for the uniform kindness and considera- tion that have been shown me in the discharge of the duties of this office.
Respectfully submitted, GUY C. CHANNEL, Superintendent of Schools.
In School Committee, 1 MELROSE, MASS., Feb. 17, 1892. -
Ordered, That the annual report of the Superintendent of Schools be accepted and adopted as the report of the School Committee to the town.
J. C. MAKER, Secretary.
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SCHOOL REPORT.
1891. Vincit qui se vincit.
GRADUATION EXERCISES.
MELROSE HIGH SCHOOL. TOWN HALL, THURSDAY EVENING, JUNE 25. Exercises commence at 8 o'clock. - PROGRAMME.
PART I.
OVERTURE .- "Golden Crown," Herman. MELROSE ORCHESTRA.
CHORUS .- "The Heavens are Telling."
From the Creation.
SALUATATORY ESSAY .- "The Last Night of Ilium."
CLASS POEM. - "Henceforward."
SARA CONE BRYANT.
"THE DECREE OF ZEUS."
SARAH M. FISHER.
"L' ANDROMAQUE DE RACINE."
JOSEPH B. BELLIVEAU.
PIANO SOLO .- "La Polka de la Reine." .
. J. Rať.
FLORENCE L. MAKER.
RECITATION .- "The Massacre of Zoroaster."
MAUD F. BARRETT.
* "THE ADVANMAGES OF EDUCATION."
FRED P. WOODBURY.
"ART IN HOMERIC TIME."
MARY L. LORING.
AWARDING OF FRANKLIN FRATERNITY PRIZES.
PART II.
WALTZES. - "Jungherren Tänze,"
J. Gung'l. ORCHESTRA. CHORUS .- "Light o'er Sparkling Ocean Breaking," From Biancho e Fernando.
"INDIAN MYTHS OF THE WHITE MOUNTAINS." EMMA J. NORRIS.
"CLASS REMINISCENCES."
WILLIAM D. COLLINS.
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SCHOOL REPORT.
* "A DREAM OF WHITTIER'S WOMEN."
ALICE M. BURR.
RECITATION .- "Il Trovatore."
FLORENCE R. GRAY.
ESSAY AND VALEDICTORY .- "The Importance of Little Things."
MAUD L. SANFORD.
CHORUS .- From Cantata, "The Daughter of Jairus." AWARDING DIPLOMAS.
SELECTION. - "Princesse de Trebizonde."
ORCHESTRA. Offenback.
NAMES OF GRADUATES.
E. MAUD FRANCIS BARRETT.
c. SARA CONE BRYANT.
L. ALICE M. BURR.
L. HELEN GERTRUDE ELLIOTT.
c. SARAH M. FISHER.
L. FLORENCE R. GRAY.
E. SUSIE ALICE HOLT.
c. MARY L. LORING.
P. GRACE ARLINE LYNDE.
P. FLORENCE LOUISE MAKER.
c. FLORENCE E. MANLEY.
L. ANNIE ARLINE MERRILL.
L. EMMA JOSEPHINE NORRIS.
c. MAUD LOUISE SANFORD.
c. ETTA MAY TAYLOR.
E. ALICE MAY TUFTS.
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