USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1900 > Part 6
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Time devoted to the work: Four hours a week during first and fourth years, three hours a week during second and third years.
Text-Books: Lockwood's Lessons in English ; Scott and Denny's Composition-Rhetoric ; Brooks' English Literature; editions of Shakespeare's As You Like It, Macbeth and Merchant of Venice ; Coleridge's Ancient Mariner ; Burke's Speech on Conciliation; DeQuincey's Flight of a Tartar Tribe ; Irving's Sketch Book; Cooper's Last of the Mohi- cans; Lowell's Vision of Sir Launfal; Scott's Ivanhoe ; Macauley's Essays on Milton and Addison ; Milton's Para- dise Lost; Dryden's Palamon and Arcite ; Addison's Sir Roger de Coverley papers ; Pope's Homer's Iliad ; Tenny- son's Princess ; Coming of Arthur, and Passing of Arthur ; Goldsmith's Vicar of Wakefield; Curtis's Public Duty of Educated Men ; Orations by Adams, Jefferson, and Webster.
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SCHOOL REPORT.
HISTORY.
Margaret McGill, Director.
Greek and Roman History, Margaret McGill, teacher.
Aim : To have pupils acquire a knowledge of the achieve- ments of Greece and Rome in government, institutions, literature and art, and what the world owes them because of these achievements.
Method : Assigned topics form the basis of daily work. Note-books containing outlines of periods studied, geographical lists and notes on collateral reading are kept by pupils. Short papers upon subjects selected for special investigation are required and the results of reading upon assigned subjects are given as special recitations by pupils. The geographical lists are used as the basis for work with outline maps at the close of each period studied.
Time devoted to the work: Four periods weekly for forty weeks are given to this work. Twenty weeks are given to Grecian and twenty to Roman History.
Text-Books: Botsford's History of Greece, Myer's His- tory of Greece, and Myer's Rome : Its Rise and Fall, for class use ; and for special reference Curtius, Abbott, Holm and Mahaffy in connection with Grecian History, and Tighe, Ihne, Fowler and Lanciani in connection with Roman History.
Mediaeval History, Margaret McGill, teacher.
Aim: To give, besides continued historical training, an acquaintance with the great events of mediaeval times, and an understanding of such civil and social conditions as have most closely affected the development of modern nations,
Method: The method of instruction is in general the same as that for the fourth class with a more critical study of institutions and events.
Ground Covered : A general survey of the period from
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the "Downfall of Rome" to the division of Charlemagne's Empire. A special study of the French nation is made from that period down to the present time.
Time devoted to the work: Four recitations per week for one year.
Text-Books : Emerton's introduction to the Middle Ages, Adams' Growth of the French Nation.
English History, Adelma A. Ballou, teacher.
Aim : To understand the race characteristics, the causes that have led to the development and expansion of the English nation, its political institutions, its relations to other nations, its religious ideas, its literature and customs. and its contributions to the world's progress.
Method: Text-Books are used to furnish a connected outline. Students are assigned topics for library reading and the information obtained is discussed in class or made the subject of written papers.
Time devoted to the work : Four periods per week for forty weeks.
Text-Books : Montgomery's Leading Facts, and Guest, and Underwood's History of England.
United States History, William C. Whiting, teacher.
Aim : A clear understanding of ( 1) the causes which led to the colonizing of America. (2) The growth of the spirit of independence. (3) The great questions which led to the Civil War. (4) The development of a national spirit.
Method : The topical method is followed, much library work being required and the information received forming the basis of all discussions and written papers. When possible historical places are visited and studied.
Time devoted to the work : Four periods per week for forty weeks.
Text-Books : Channing's Students' History of the United
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States. Fiske's History of the United States. Judson's Growth of the American Union.
ALGEBRA.
Fourth Class, Harriet C. Fairbanks and William C. Whit- ing, teachers.
Aim: I. The formation of habits of close attention to the mathematical principles involved.
2. To secure directness of thought and conciseness of expression.
3. To develop neatness, accuracy, skill and self-reliance in making computations.
Method : I. A careful presentation of the assigned lesson.
2. A systematic drill in examples illustrative of review and advance principles.
3. Written test work usually occupies the last fifteen minutes, the object of which is to awaken keener interest and secure more satisfactory results.
Time devoted to the work : Four recitations per week for forty weeks.
Ground Covered : Review of work done in ninth grade and advance work to Binomial Theorem.
Text-Books: Wells' Academic Algebra, supplemented by Wentworth, Atwood and McCurdy.
Junior Class, Alonzo G. Whitman, teacher.
Aim : To prepare for College and Institute of Technol- ogy.
Method: Black-board work and written exercises.
Time devoted to the work: 1/2 year, (20 weeks), four hours a week.
Ground Covered: General Review of College require- ments.
Text-Book : Wells' Elementary Algebra.
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SCHOOL REPORT.
GEOMETRY.
Third Class, Alonzo G. Whitman, Teacher.
Aim: (a) To acquire the principles of plane geometry.
(b) A preparation for College and Technology.
(c) A familiarity with methods of exact reason- ing.
Method: By blackboard demonstrations and written exercises. Original demonstrations are chiefly employed.
Time devoted to the work: One year, (40 weeks), four hours per week.
Ground Covered : The first year nearly all of plane Geometry.
Text-books : Wells' Plane and Solid Geometry.
Junior Class, Alonzo G. Whitman, Teacher.
Aim: To prepare for College and Technology.
Method : Use of original demonstrations and text-book exercises.
Time devoted to the work: One half year (20 weeks), four hours a week.
Ground Covered : General review and completion of plane geometry.
Text-book : Wells' Plane and Solid Geometry.
Senior Class, Alonzo G. Whitman, Teacher.
Aim : Advanced requirements for Technology.
Method : Practical original exercises and text-book work.
Time devoted to the work: One year (40 weeks), three hours a week.
Ground Covered : All of solid geometry.
Text-book : Wells' Plane and Solid Geometry.
PHYSICS.
Third Class, George A. Hutchins, Teacher.
Aim : To teach the habit of skilful manipulation and careful
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observation, to develop the ability to make correct infer- ences and to give pupils a knowledge of the common scien- tific phenomena and their practical applications.
Method : A combination of text-book and laboratory work is used.
Time devoted to the work: Four periods per week for forty weeks.
Text-book : Gage's Introduction to Physical Science.
Senior Class, George A. Hutchins, Teacher.
Aim: Primarily to fit pupils for the Harvard entrance examinations in physics, although no pains will be spared to give a practical knowledge of the subject.
Method : Laboratory exercises supplemented by text- book and reference book work.
Time devoted to the work: Four periods per week for forty weeks.
Text-books : Hall and Bergen's Physics for laboratory guide. Various reference books in the School Library.
CHEMISTRY.
George A. Hutchins, Teacher.
Aim : To give increased training in careful laboratory manipulation and observation, also to teach " a knowledge of the fundamental theories of chemistry, an acquaintance with the properties of the common elements and their com- pounds, and their application in life."
Method : The work is principally laboratory experimen- tation, the text-book being used as a guide to the work.
Time devoted to the work: Four periods per week for forty weeks.
Text-book : Newell's Chemistry.
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SCHOOL REPORT.
GEOLOGY.
Senior Class, Alonzo G. Whitman, teacher.
Aim : To acquire the principles of rock formation, earth sculpture, etc.
Method : By oral and written work, topics and discus- sions.
Time devoted to the work : One-half year (twenty weeks), three hours a week.
Ground Covered : The general subject.
Text Book : Shaler's First Book
ASTRONOMY.
Senior Class, Alonzo G. Whitman, teacher.
Aim : A knowledge of the heavenly bodies and the laws governing them.
Method : By questions and answers, oral and written.
Time devoted to the work : One-half year (twenty weeks), three hours a week.
Ground Covered : The general subject.
Text-Book : Lockyer's Elementary Astronomy.
GREEK.
Jennette Moulton, teacher.
Aim : To fit pupils to enter college, to give them some little appreciation of a few pieces of Greek literature, to give them, so far as possible, a knowledge of Greek that shall prove helpful in all their future study of the language and literature of the English-speaking people.
Method : With the first year pupils, to place the empha- sis on grammatical forms and on the more useful and neces- sary phases of Greek syntax, to help them secure a vocabulary which shall be directly helpful in reading the Anabasis.
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With the second year pupils, to strengthen the knowledge of grammatical forms and of syntax acquired by the first year's work by means of a translation of Xenophon's Anab- asis, and by means of prose lessons once a week, or oftener. Careful attention is given to the review from day to day, and as much reading at sight is done as possible.
With the third year pupils, first to secure familiarity with Homeric forms and acquaintance with the Homeric vocab- ulary by careful preparation of the text and by constant review, then to acquire ease in reading at sight.
Time devoted to the work : First year, four recitations a week for forty weeks. Second year, five recitations a week for forty weeks. Third year, four recitations a week for forty weeks.
Ground Covered : First year, a beginners' book with a few pages of the Anabasis. Second year, four books of the Anabasis with several pages of the Cyropædia; one recitation per week in prose. Third year, the first six books of the Iliad, with selections from the last six books.
Text-Books : First year, Gleason and Atherton's First Greek Book. Second year, Goodwin and White's Anaba- sis, Pearson's Greek Prose, Gleason's Cyropædia. Third year, Keep's Iliad, Books I-VI; Munro's Iliad, Books XIII- XXIV.
LATIN.
Fourth Class, Harriet C. Fairbanks, teacher.
Aim : To remove, at the outset, some of the difficulties often encountered in an ancient language ; then, by pro- gressive and not too difficult steps, to enable the learner to read easy Latin as well as to translate it into good English ; also, to train the mind of the pupil to thoughtful, patient, conscientious study and to an appreciation, as far as possi- ble, of the Latin and English languages.
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SCHOOL REPORT.
Method : The daily recitation embraces a brief consider- ation of the next lesson, during which the Latin vocabulary and difficult constructions are noted and explained ; oral or written practice in grammatical forms and syntactical rela- tions; the translation of Latin sentences, particular stress being given to inflections and position of words ; a thorough analysis of the English exercises before translating them into Latin. Occasional sight translation is used as an aid to more rapid advancement and greater pleasure for the student.
Time devoted to the work : Five periods per week for forty weeks.
Ground Covered : The " First Latin Book " is completed, and an average of twenty pages in the "New Gradatim."
Text-Book: Collar and Daniell's First Latin Book, and Heatley, Kingdom and Collar's New Gradatim.
Third Class, Junior Class and Senior Class, Adelma A. Bal- lou, teacher.
Aim : Ability to translate; knowledge of structure of language ; knowledge of derivation of Latin words; knowl- edge of derivation of English words from Latin ; a notion of the Roman character and ideas, their outward circumstances and customs, as shown in their literature.
Method: Translation, both prepared and at sight; ex- amination of syntax ; learning formation of words ; learning meanings of historical and mythological references ; scan- ning poetry ; oral and written composition.
Time devoted to the work: Three school years, four recitations per week for forty weeks each year.
Ground Covered :
Third Class: Four books of Caesar and selections from the second year Latin Book by Greenough, D'Ooge and Daniell.
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SCHOOL REPORT.
Junior Class : Four orations against Cataline, first two books of the Aeneid and selections from various authors for sight work.
Senior Class: Oration for Archias, the Manilian Law, and books III to VI inclusive of the Aeneid.
Text-Books : Collar's Gate to Caesar, Harkness's Caesar, second year Latin Book by Greenough, D'Ooge and Daniell, Harkness's Cicero, Greenough and Kittredge's Virgil, Allen and Greenough's Shorter Latin Grammar, Daniell's New Latin Composition.
GERMAN.
Third Class, Annie C. Merritt, teacher.
Aim: To train the ears of pupils to understand readily spoken German. (2) To teach pupils to speak, read and write German with some fluency.
Method : From the first lesson the work is carried on almost wholly in German, the vocabulary in the beginning being confined to simple words. The reading lesson forms material for conversation in German, not for translation into English, and the pupils are required from the first to repro- duce every lesson in their own words. In this way they acquire early some facility in connected and extended dis- course. Grammar is taken up after the pupils have studied German a few weeks. The principals of grammar and their application are taught, however, for the most part induct- ively from the reading matter and conversation, and drill in verbs forms an important part of each day's work.
Time devoted to the work : Four periods a week for forty weeks.
Text-Books : Harris's German Lessons, Gueber's Mar- chen und Erzahlungen, Parts I and II, Joynes's German Reader and Moni der Geissbub.
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SCHOOL REPORT.
Junior Class, Annie C. Merritt, teacher.
Aim : To enable pupils to acquire the ability to read ordinary German at sight, to translate English into German. to become familiar with more difficult points of grammar, and to begin the acquisition of a vocabulary of technical terms as a preparation for the study of scientific works in German.
Method : One day each week is given to technical gram- mar, one to composition (translation of English into Ger- man, or original composition), one day to reading and talks upon Elementary Physics and Chemistry, and one day to the reading of German stories, the conversational method being employed as during the preceding year. Translation into English is begun this year, but is carried on only to a very limited extent
Time devoted to the work : Four periods per week for forty weeks.
Text-Books : Harris's German Composition, Collar's Eysenbach, Dippold's Scientific German Reader, Germels- housen, Hoher als die Kirche, and Der Neffe als Onkel. Senior Class, Annie C. Merritt, teacher.
Aim : To do somewhat difficult composition and science work and to introduce the pupils into the field of German literature now that they have enough knowledge of the language to begin to appreciate its literature and study it as such.
Method : Pupils not only translate into English the books read this year but attempt, as much as possible, to discuss them in German in the same way that pupils in the English classics study gems of English literature.
Time devoted to the work: Four periods per week for forty weeks.
Text-Books: Harris's German Composition, Dippold's
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Scientific German Reader, Wilhelm Tell, Gustav Adolf in Deutchland, Der Fluch der Shonheit, Minna von Barnhelm, and Sesenheim.
FRENCH.
Fourth Class, Annie C. Merritt, teacher.
Aim : See third class German.
Method : See third class German. The sounds of the French language are so unlike those of English and the manner of exercising the vocal organs so unlike for the two languages, that a systematic and thorough drill in vocal gymnastics is essential to a good French pronunciation, and so during the first weeks a great amount of time is devoted to the study of phonetics. The system employed is that recently brought to the Institute of Technology from Johns Hopkins University.
Time devoted to the work : Four periods per week for forty weeks.
Text-Books : Keetel's Grammar, Super's French Reader, Contes et Legendes, Causeries avec mes Eleves.
Third Class, Junior Class, Senior Class : Hattie G. Ricker, Teacher.
Aim : To lay a foundation on which pupils may build for themselves; to assist them in their preparation for college and for life.
Method : In grammar, it is the endeavor to lay a solid foundation, without which all work must fail in one of its strongest elements. Composition is used to make practical the knowledge gained from the grammar, and to familiar- ize the pupils with French idioms. In translation, we try to express the thought of the text in clear, idiomatic English. Sight translation enables the pupil to use the knowledge that he has gained from grammar, composition and prepared
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· translation. Throughout the course the spoken language is used sufficiently to accustom the pupil somewhat to the sound of the foreign tongue, and he is encouraged to ex- press himself in French.
Ground Covered : Third Class : Twenty lessons in the grammar; memorizing poems; translation from the Reader and from simple text; sight translation.
Junior Class : Grammar continued ; first part of Grand- gent's Composition ; selections from texts mentioned under Text-Books ; sight translation ; dictation.
Senior Class: Grammar continued ; Second part of Grandgent's Composition; selections from Text-Books; sight translation, dictation.
Time devoted to the work : Four recitations per week for forty weeks.
Text-Books : Keetel's Grammar, Grandgent's Composi- tion, Super's Reader, Contes de Fees, La Mere Michel at son Chat, L'Expedition de La Jeune Hardie, L'Abbe Constantin, L'Evasion de la Seigliere, La Petite Fadette, Colomba.
COMMERCIAL DEPARTMENT.
Hugh G. Greene, Director.
Helen M. Armstrong and Hugh G. Greene, Teachers.
Aim : (1) To offer a preliminary business training to pupils who expect to take positions as office assistants. (2) To give an intelligent knowledge of business methods as an element of good citizenship. (3) To exert a strong educa- tional influence along lines of neatness, accuracy and system.
Method : (1) Each pupil is taught individually as far as possible. (2) The laboratory method is used almost exclusively in book-keeping instruction. (3) Pupils are encouraged to consult a variety of reference books in the
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High School Library and in the Public Library. (4) Op- portunity is given for voluntary extra work afternoons. (5) Special training is given in the performance of office duties by assigning to pupils clerical work in connection with all departments of the school.
Couse of Study : Writing : First year, two lessons a week. The vertical system is extended to fluency and fair legibility and form in rapid writing.
Arithmetic : First year, three lessons a week. The fol- lowing subjects are taught with reference to practical busi- ness : Fundamental operations by short methods, Aliquot parts, Interest, Discounts, Partial Payments, Equation of Accounts, Billing, Exchange, Metric System, Conversion of Currencies ; accuracy is the principal aim.
Correspondence : Last term of first year, two or three lessons a week. The proper form for various kinds of let- ters. Methods of handling correspondence. Formal word- ing of regular letters such as orders, remittances, acknowl- edgements, letters of application, etc. Some practice in writing letters which require special tact. How to assist in correspondence.
Book-keeping : Theory and practice combined from the start. The use of all standard forms of books of account, blank forms, and methods of filing. Full development of special columns and special books for department stores, manufacturing establishments, and corporations. Bank book-keeping. A reading course on business topics of cur- rent interest. Last two years, five lessons per week,
Shorthand: Theory of the Benn Pitman system of Pho- nography, passing through the three stages, Corresponding style, Easy Reporting style and Brief Reporting style. Dic- tation from various works of general literature. Special training in business correspondence, writing of legal docu-
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ments, and formal notices for publication. One hundred words a minute in regular work. Last two years, four les- sons a week.
Typewriting: Last two years, four lessons a week. The construction and use of Remington and Smith Premier machines. Fingering by the all-finger method. Repetition practice. Copying from print. Transcribing from short- hand. Preparation of correspondence, legal papers and notices. Carbon duplication, letter-press copying and the use of the Edison mimeograph.
Commercial Law : One term of the second year. A text book study of the usual subjects. The courts of Massa- chusetts. Forms of legal documents in Massachusetts. Reference to the Statutes and to decisions of the courts.
Commercial Geography: Two terms in the second year. General review of mathematical and physical geography with constant reference to effects upon commerce. A study of principal countries of the world, their surroundings, com- mercial history, products and trade. An examination of the facts that give rise to commerce, and some laws of political economy.
Practical Results : Very few pupils have taken the com- plete course. Of the classes organized in the fall of 1898, when the department was opened, and graduated in June, 1900, it is believed that every member who would accept employment has found it and given fair satisfaction. A young lady left school before graduation and creditably filled a difficult office at a salary of $60 a month.
IX. Concluding Thoughts on High School.
Without going further into details regarding the work of the school it may be said modestly, and with a full con- sciousness of points of possible improvement, that Melrose has a high school of which its citizens may justly feel proud.
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SCHOOL REPORT.
On the whole, in the general tone of the school, in the character of the results secured, in the earnestness of the pupils, and in the zeal and efficiency of the teachers, there is much to commend and relatively little to criticise ad- versely.
THE KINDERGARTENS.
At present four kindergartens are maintained at the city's expense. They are located as follows : one in the Whittier School on Franklin street, one in the Sewall School on Upham street, one in the Washington School on Lebanon street, and one in the Lincoln School on Wyoming avenue.
When the term opened in September there were five of these schools but the West Side School at the Highlands was soon closed owing to the small attendance.
In December, 1900, the total registration in these four kindergartens was 132. The total registration in grade I throughout the city at that time was 316. It is approximate- ly correct, therefore, to conclude that under present condi- tions, about 42% of the pupils who enter grade I secure kindergarten training for the space of a year on an average.
A condition, as the result of which 58% of those who enter grade I do not get any advantage from the expendi- ture for kindergartens, while the 42 % who do receive such advantage must take up their work in grade I with pupils the majority of whom have not received kindergarten training, is not only far from ideal, but, in my judgment, is a condition that is not likely to result in the most good to the greatest number of pupils, and it presents a problem which the Committee should seriously study.
In attempting to solve this problem, it may be fairly assumed, I think, that the city cannot afford to supply the necessary buildings, teachers, and equipment to enable all
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the children who enter our schools to secure a complete kindergarten training. Now, if this be so, and if the kinder- garten idea in education is highly valuable, as I believe it to be, it would seem wise to arrange, if possible, so that every child who enters the Melrose schools may have the benefit of more or less of the kindergarten training, pro- vided this can be done without materially increasing the school expenditure.
Careful and somewhat extended thought upon this sub- ject, supplemented by some experimenting, has convinced me that the school interests of Melrose would be advanced (1) by abolishing the kindergarten as a distinct institution in the city, (2) by making the program of work in grade I a combination of portions of the kindergarten and first grade work, in which the major part shall be kindergarten work, (3) by putting two teachers in each first grade room,-one a trained kindergartner, the other a regular grade teacher,- and (4) by admitting no child to such work until he is ap- proximately five years of age. It is hardly necessary at this time to attempt to demonstrate the wisdom of the above suggestion but it may not be out of place to state briefly a few reasons that have led to the above conclusions.
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