USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1890-1892 > Part 33
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RIPLEY SCHOOL.
After a year of successful work in this school Miss Davis was given well-deserved promotion by being transferred to the fourth grade at the Franklin school. The vacancy at the Ripley school was filled by the appointment of Miss Louise Frost, and although her work has been somewhat interrupted by sickness there is ample evidence that the school is now in excellent hands.
The changes above enumerated include the election of four teachers in addition to the number employed Decen- ber 31, 1891. This increase has been practically uniform for the last three or four years, and is a fair index of the
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growth of our schools. It will be wise, therefore, to make provision for a similar increase during the coming year.
The large number of changes in teachers may appear to be excessive, implying too frequent interruptions in the school work; but, as the various transfers have served to make a far more efficient adjustment of our teaching force, it is safe to assert that they have worked to the benefit rather than to the injury of our schools.
While enumerating the various changes in the school de- partment which have occurred during the year, it is eminent- ly fitting that a word be said concerning the great loss which the schools and the board have sustained in the resignation of Mrs. S. W. Bradbury from the school committee.
Mrs. Bradbury's service upon the board was long and honorable, creditable alike to herself and to the town. In her the schools always found a warm champion, the teachers and pupils a patient and helpful friend. Her retirement from the board is a distinct loss to the schools, and a mat- ter of universal regret to the citizens of the town.
EVENING SCHOOLS.
For two years the school committee has maintained a free evening school for all residents of the town, with the ex- ception of the pupils of the day schools.
Although the second year witnessed a decided falling off in the number of pupils attending, yet there seemed to be such a demand for the school as to warrant its being made a permanent part of our school system. During the present season, however, the opening of the school called together so few pupils, the average attendance being about fifteen only, that at the end of two weeks the school was closed, and unless there should appear in the future a well-defined demand for the opportunities thus afforded, it is not prob- able that the school will be re-opened.
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REPAIRS AND PERMANENT IMPROVEMENTS.
The following repairs and improvements have been made during the year. The High and Converse school buildings have been re-painted; the walls of the Franklin school re-tint- ed; and at the Center school the old heating apparatus has been removed and a complete system of heating and venti- lation introduced, similar to the system in use at the Grove street and Upham hill buildings. During the early part of the winter the apparatus did not work satisfactorily, but with some slight modifications and improvements the exist- ing defects were entirely overcome, and at the present time excellent results are being obtained.
The building was somewhat damaged by fire in December but the necessary repairs were made during the Christmas vacation, so that with re-painting and re-tinting, which should be done during the next summer vacation, this building will be in excellent condition in every way.
All of the large four and eight-roomed buildings, are now provided with the very best facilities for heating and venti- lation excepting the Franklin school at Melrose Highlands, and I would recommend, therefore, that during the summer vacation this building be similarly equipped.
At the Upham hill school some change in the closets and sanitaries which were provided when the building was built, is imperatively demanded. Unless, as seems somewhat doubtful, a radical improvement in the present system can be made, new sanitaries, either in another part of the base- ment where they can be properly heated and ventilated, or in a building entirely separated from the main structure, must be provided.
SCHOOL ACCOMMODATIONS.
During the past year there have been in process of con- struction eight additional school rooms, a four-roomed
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building on Warren street and a four-roomed addition to the Vinton street, now called the D. W. Gooch school. These rooms will be ready for occupancy during the coming year, and will afford much needed relief in both sections of the town. With the opening of the Warren street building the upper room at Green street, now occupied by the sixth grade of the Highland district, will be abandoned together with the West school, which has been occupied by the pri- mary grades under Miss Plummer.
The four additional rooms at the D. W. Gooch school will make ample provision for all of the eight grades of that district, thus doing away with the present over-crowding at Grove street and allowing the pupils now occupying the Lynde street building to return to Grove street.
With these changes ample school accommodations will have been provided except for the pupils of the four upper grades at Swain's pond and those of the lowest primary grade in the Grove street and Centre districts.
At Swain's pond we have one room, which only accom- modates the first four grades. As a consequence the board has been obliged to enter into an arrangement with the school board of the city of Malden for the accommodation of the pupils of the four higher grades, about twenty in num- ber, at the Cherry street school in Maplewood, at an annual cost to the town of twenty-five dollars per pupil.
It is recommended, therefore, that an article be inserted in the warrant for the annual town meeting asking for an appropriation to enlarge the Ripley school by the addition of another room according to plans to be prepared and pre- sented to the town by the school board.
When the schools re-opened in September it was found that there was a large increase in the number of pupils claiming admission to the lowest primary grade in both the
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Grove strect and Centre districts, the maximum number at Grove street being sixty-five, and at the Centre sixty-two.
With the admission of new pupils in March, therefore, it is strongly probable that an additional room for the accom- modation of those pupils who cannot be taken care of in the two rooms, at present provided, will be imperatively de- manded.
The old Lynde street building, although{not easily accessi- ble to the pupils of both districts, might, with extensive re- pairs and improvements, furnish the needed relief. It is my purpose at the present time, however, to simply call the attention of the board to this matter in order that it may re- ceive your careful consideration before the actual neces- sity arises.
HIGH SCHOOL ACCOMMODATIONS.
ยท The unusually rapid growth of our High school is deserv- ing of more than passing attention. In January 1890, the school numbered one hundred and thirty-six pupils, at the present time the number is two hundred and thirteen.
This large increase has been met by no corresponding provision for its proper accommodation; and although ad- ditional room has been obtained by the removal of the seventh and eighth grammar grades to the Mary A. Liver- more school, the building now barely furnishes seating capac- ity for the present number of pupils, and makes but scanty provision for suitable recitation rooms and laboratories for properly carrying on the work of the school.
In view of these present conditions and the probable growth of the school in the near future, it does not seem premature to present those facts for your consideration at the present time in order that some definite action may be taken to provide adequate accommodations for this school.
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With this brief review of the work of the year, and the few recommendations and suggestions concerning the fu- ture needs of the schools, this report is respectfully submit- ted.
GUY C. CHANNELL, Superintendent of Schools.
In School Committee, MELROSE, MASS., Feb. 14, 1893.
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.
REPORT OF SPECIAL TEACHER OF MUSIC.
To the Superintendent of Schools, Melrose, Mass .:
DEAR SIR: - I submit the following report of music for the past year. The study of music and sight reading is commenced in the lowest primary grade. The first few months is devoted to a dictation drill of the musical notes or tones in various positions. Then when the pupil has studied the series of notes known as the major scales until he can think the tones out for himself, representation im- mediately follows, and even in the first school year easy ex- ercises in all the keys are intelligently sung from the chart. The second year completes the reading of the chart ( Ist series, ) and in many cases the first reader is taken up. The third and fourth years complete the work in the first reader, which consists of the easier difficulties, so to speak, in tune and time, and two-part work without the divided beat or accidental.
The next three years is devoted to the second series of charts and second reader, and covers all difficulties in time, accidentals in their various forms and two or three part work.
The eighth grade work is found in the Introductory Mind Reader, and covers practically all difficulties in time and tune, so that on entering the High school the pupil should have a knowledge of and an ability to sing the ordi- nary music of the day. That, in brief, is an outline of the work below the High school, though no mention has been made of the theoretical side of the work. Though voice culture can not be dwelt on to any great extent in public
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school work, yet a proper and careful use of the voice is in- sisted on and every effort made to remove all harshness and throaty quality of voice which characterizes some chil- dren's singing. First, therefore, careful use of the voice, a correct knowledge of the musical tones and their positions on the staff, which gives the pupil the ability to sing in- telligently at sight, then the theoretical side is dwelt on, and the pupil is instructed in the names of the various keys, intervals, etc., and such matter as is deemed necessary for a proper knowledge of the music as may be met with in their school life and even after.
This statement cannot apply as yet to scholars as a whole, partly on account of the comparatively recent change to the staff notation, and the schools, therefore, are not yet up to the standard a few years should bring them. But the prin- cipal reason why a goodly per cent. of the scholars do not understand music nor have that ability to read at sight, is because the study of music is not placed on a par with other studies. We must individualize - then and not until then can music be brought up to that standard the teacher looks and strives for. Where nothing but concerted work is done in any study, and particularly in music, the lazy, careless pupils (and the number is large) will shirk the work or be carried along by the bright, careful students, and in spite of the most conscientious and painstaking work on the part of the teachers will pass through the school work with no practical knowledge of music. This must always necessarily be so to some extent until, as has been said, individual work is the rule. If such work is begun in the lower grades it can easily be carried through the whole school life, the same as in other studies. Recent experiments in that line have been most gratifying, the scholars falling into it easily and naturally, serving to interest them more, to make them more careful and render their cars more acute, and also proving
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of great aid to the teacher in picking out the weak points. Such work can do more than anything else to interest and instruct the scholar and give him that knowledge of music we strive to impart.
In regard to the High school, it seems to me the great need there is more material to work with. Where but one text book is used year in and year out for the whole four years' course its use as reading matter is soon lost, and al- though in the High school that is a small part of the work, yet it is obvious that if the musical education is to be con- tinued and the interest be kept up, more and new material should be had. The expense of a new music reader for so large a school renders that out of the question, except at long intervals, but for a comparatively small sum, new music could be had to supplement the work in the reader. It is very gratifying, however, to note a decided improve- ment and increase of interest in all the grades, which augurs well for the future.
I cannot close this report without thanking the teachers for their hearty support and faithful and conscientious at- tention to the daily drill, without which the efforts of the special teacher would be useless. Such work, if continued, cannot fail to bring our music up to a high standard and make it a part of our school system, of which the town may well be proud.
Respectfully submitted, GRANT DRAKE.
Report of the Special Teacher in Drawing.
Mr. Channell, Superintendent of Schools :
DEAR SIR :- To give a general report of the drawing and the progress that has been made, it will be necessary to go back three years where Miss Creveling began her work, and carried it along for two years so faithfully.
To be the first in a new field, and to place drawing on an educational basis, as it should be, means plenty of hard work for both special and regular teachers.
When I took up the drawing one year ago last Septem- ber, I found both teacher and pupils interested in the work, which is very necessary, to obtain the best results. At this time, I thought it best to drop the books in the four lowest grades, and use only one in the upper grades. The rest of the work being done on blank drawing paper, direct from the models, which is certainly the best way for the pupils to express their ideas, not those of some one else.
Often times it is necessary to illustrate certain principles, from the board, but no copy is given. The results at the end of the year were very satisfactory.
This year the drawing books were dropped in every grade, which meant a great deal of work for the teacher and myself. Notwithstanding this, the results will amply pay us for the extra work. Every lesson is laid out for the teachers and a sketch given to illustrate the lesson. In or- der to carry out this plan of work, it was necessary to spend more time in the upper grades.
The primary teachers were reluctant to spare me, but as
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it was for the best, shouldered their burden very nobly. With the exception of the Upham street and Converse schools, the grammar grades are visited every week, those once in two weeks. By being able to visit the grammars so often it didn't seem necessray to have teachers' meetings, which only increased the work of the teachers.
The work in mechanical drawing required compasses, which the scholars gladly purchased at a small expense.
The work in model drawing is very good, far in advance of last year's work, which is only due to the teacher's thor- ough work, in the principles of perspective.
The drawing in the High school is greatly improved over last year, owing only to having the drawing taught in one room, where the models are not disturbed. The drawing desks, which the committee so kindly furnished for us have been in use every lesson and are a great help and convenience to us all.
I can see no reason, why, next year the drawing in Mel- rose schools should not stand as high as any in the state.
In closing I thank the teachers for their faithful work and the kindness I have received from you and the com- mittee.
Respectfully submitted,
WILLIS S. CARTER.
Supervisor of Drawing.
Report of the Teacher of Sewing.
Mr. Guy C. Channell, Superintendent of Schools :
DEAR SIR :- At your request I make the following re- port of the work accomplished, by the girls of the third and fourth grades of the Centre Primary, in educational sewing.
Permission was given in November to devote two hours a week to sewing. What to do with my boys was a trouble- some question. Miss Melcher solved it by kindly offering to give them special instruction during the time occupied by the sewing class. Our first lessons were spent in giving the preliminary drill, correct positions, how to break off the thread, which end to thread, etc. The making of knots proved to be a difficult feat. Then the little second fingers had to learn to wear and use their silver caps. My plan of instructions has been nearly the same as that endorsed by the Conference of Manual Training, held in Boston in April 1891. Only a beginning has been made. The following stitches have been taught: uneven basting, stitching, over- casting and running. A few of the older girls have learned to hem and are ready to make an apron. With each stitch is taught the position of hands, work and needle, also be- ginning, joining and fastening the thread. The little seam- stresses thoroughly enjoy the sewing hour and are becom- ing quite critical of their own stitches. I have noted with great pleasure the increase of patience and pains-taking in the sewing class, and see the effect on the regular school work.
Respectfully yours,
ISABELLE LOUISE ATWOOD.
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OUTLINE COURSE IN LANGUAGE.
Oral Language Work in the Primary Grades.
I. Conversations with the children, in connection with their observation work, furnish excellent means of training in the use of oral language. For example, the pupils may be directed to observe the birds, the different kinds, the plumage, the size, and, in the proper season, the nests.
In the class-room, the teacher will talk with the pupils about what they have observed, encouraging them to ex- press themselves in the most familiar way, but at the same time leading them to use short, crisp, well constructed sen- tences, and natural tones of voice that shall be sweet, clear and distinct.
Such observation work may extend to the flowers, plants, leaves, fruits, stones, etc .; in fact, to anything that will prove an interesting topic of conversation with the children. (See programme of Science-teaching.)
The conversation lessons should be given daily, and, even in ungraded classes, may be conducted as general exercises. 2. Good Pictures may be used as subjects of conversation.
(a ) Lead the children to see what is in the picture and to tell what they see in response to questions; ( b ) by sim- ple suggestions, prompt them to connect a story with the picture. With the younger pupils the teacher's questions should guide and control the movement of the story, else the language may degenerate into loose prattle. Older pupils who have some facility in the use of language, may be allowed greater freedom of expression; ( c ) in the high- er grades of the primary school, scenes may be described by the teacher, and pupils required to complete the story which
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is suggested. Example: Two girls with shopping-bags are entering a store, on the front of which is the sign "Christmas Presents."
3. The reading lessons should be reproduced orally. This exercise is helpful, because it not only furnishes an ex- cellent opportunity for conversation, but also requires the pupil to gather the thought as he reads the lesson.
4. Stories may be read or told to the class, and after- wards reproduced orally in the pupils' own words. These stories should be carefully selected, and, if possible, should furnish the groundwork for instruction in manners and morals.
Written Language in the Primary Schools.
Written work should follow the lines already indicated under the head of "Oral language work;" in fact, oral exer- cises should be a preparation for written composition.
1. Copying letters, words and sentences from the black- board during the first and second year, to give practice in writing and spelling, is the form of written work especially adapted to these grades.
2. Dictation exercises during the second and third years furnish the means for teaching spelling, punctuation, and the use of capital letters; also for teaching the forms of notes, letters, and other kinds of written compositions.
3. Reproduction of stories which have been told or read to the class.
This exercise requires the pupil to express the thoughts of others in his own words.
4. Stories written from pictures.
This exercise gives play to the imagination, and it also gives practice in expressing one's own thought.
5. Letter-writing.
An oral exercise preceding the letter writing should give
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the necessary preparation by suggesting (1) the topics and (2) the treatment of each topic.
Oral Language Work in the Grammar Grades.
The language-teaching in the grammar grades is merely an extension of work already begun in the primary.
I. Recitations in geography and history should become more strictly topical as the pupils advance in the grades. Information gained from books by the pupils should be given in recitation with less assistance from teachers in the form of questions and hints.
Pupils should be constantly gaining power to grasp the thought of a writer, and to express that thought in well chosen words, without aid from the teacher.
2. Supplementary reading, carefully selected, and adapt- ed to the needs of the pupils, will furnish excellent material for language-training "all along the line " of school work.
After the sixth or seventh year in school, pupils should be able to discard the school readers, and to use many of the excellent books for young people now published and easily obtained. These books will serve to introduce the children into the field of literature, and to cultivate a taste for the works of our best American and English writers.
3. Carefully selected poems should be studied, commit- ted to memory, and recited.
Written Language Work in Grammar Schools.
I. A continuation of the written work indicated for pri- mary schools, viz. : ( a ) dictation exercises; ( b ) reproduc- tion of stories; ( c ) stories from pictures; ( d) letter-writ- ing.
2. Written Exercises to follow information lessons on im- portant animal, vegetable, and mineral productions; also on useful industries.
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3. Compositions for which oral preparation has been made in recitations in geography and history. These exercises may frequently take the form of letters.
4. Studies of poems, to be followed by a paraphrase or by a composition giving the story of the poem.
Grammar.
Language is an expression of thought by means of words.
Grammar may be defined as a study of the language itself; of its construction, of the inflection of words, and generally, of the mechanism of the language.
Habit controls our use of language in the expression of thought, grammar enables us to test the correctness of the language which we use.
Language may be used correctly by one who is ignorant of its grammar, provided he has been carefully trained to good habits of speaking and writing. Young children, from cultivated families, will often, by their correct use of Eng- lish put to shame their elders who have taken considerable rank as students of technical grammar.
The study of grammar belongs to the upper grades of the Grammar school, and to all grades of the High school. In the Grammar schools the essentials of grammar should be learned as aids in speaking and writing; and in the High schools, the nicer distinctions of grammar should be learn- ed in connection with the study of literature.
The following syllibus will indicate, in a general way, the division of the work in grammar:
Seventh year. I. The sentence. (a) Subject and predi- cate; (b) arrangement; (c) declarative, interrogative and imperative; (d) compellatives.
2. (a) The parts of speech; uses in construction of sen- tences; (b) adjective and adverbial phrases and clauses; (c) analysis of simple, compound, and complex sentences; (d) punctuation.
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Eighth year. (I) The relation of words in sentences as indicated by inflections. (2) subdivisions of the parts of speech; (3) analysis; (4) punctuation; (5) review of the seventh year work.
OUTLINE COURSE OF STUDY IN U. S. HISTORY.
PREPARATORY WORK.
Second Year.
Selected stories are to be told by the teacher. The material may be taken from Mythology, Fable, Romance or Poetry, and adapted to the capacity of the pupil.
Stories become still more educational when accompanied by pictures of persons and places. The teacher may illus- trate her story by rough sketches upon the blackboard, or she may make a series of sketches upon a chart, which can be preserved for future use. These exercises, like any other exercises in this grade, should not be extended to the point of weariness. Anything that partakes of the nature of the ghost story should be avoided.
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