USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1906 > Part 5
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Now, as to the necessity of special aptitude in drawing in order that one may benefit by its pursuit, it matters not, in my judgment, for the higher purpose for which the subject has a place in the schools, whether or not the child has par- ticular talent in this direction. There is a germinal sense of beauty within every child, and one of the most practical things the schools can do is to develop this rudimentary sense, so that the individual may be able to appreciate and receive inspiration from the beautiful in nature and art in the midst of which his life is to be lived.
So far, therefore, as drawing contributes to such develop- ment, it benefits all children alike.
The following report of the Supervisor of Drawing deals somewhat in detail with the work that is attempted in this line in our schools :
Mr. F. H. Nickerson, Superintendent of Schools :
Dear Sir :- I submit the following report upon the work of Drawing in the schools. As you are aware, my time is
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required by the city for three days a week. In this time I am able not only to visit every room below the high school once in two weeks, with the exception of the Ripley and Converse schools, which I visit respectively once a month, but also to spend one day weekly and one period each Thurs- day in the high school.
My general plan of work is as follows: I usually teach the class for a portion of the period on my regular visit to the upper grades, the lesson in most cases being advance work. The greater part of the work attempted requires two or three lessons by the teacher to obtain the best results.
In the lower grades I visit the rooms and examine the work that has been done during my absence, and give sug- gestions and explanations on the work for the next two weeks.
Each teacher has a plan of work laid out by months, in which a certain amount of drill is necessary ; also a number of finished drawings to obtain from the pupils, bringing in the principles which they have been taught.
All of the work of the grades is explained at the teachers' meetings; and if a teacher needs extra help she visits me during my office hour, which I have one afternoon of every week for this purpose. Those who take advantage of this hour feel that they gain more than at a regular meeting, for they have individual criticism and suggestions on their work.
In the high school work I do all the teaching in this line. My plan here is to divide the work of the freshmen into two divisions,-free-hand and mechanical drawing. The mechanical drawing is a beginners' class and all pupils in the school who wish to begin with this work must take it in this divison, for there are so many principles to be taught that it would be impossible to carry on work during the free-hand period, and give these pupils the necessary atten- tion. The freshmen who take free-hand work start in with pencil and color work from objects; this is followed with charcoal from objects and casts, and some colored chalk
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work; after this they take up perspective from some good copies, making application in window sketches with pencil, pen and ink, and water colors. This completes the first year's work.
The following years the pupils have their choice in free- hand work, advanced charcoal, color, pen and ink work; also embossed leather work and pyrography. The pupils furnish their own materials for the leather and pyrography.
The mechanical work is continued during the last three years in any division, for the advanced work is comprised almost wholly of problems to be worked out to a scale. These problems include projection, parts of machinery, de- tails of architecture such as doors, windows, building con- struction of frame work, foundations of brick and stone, etc. These problems are worked out in pencil, then inked on tracing cloth, ready for blue print work, which I would like to introduce for the coming year.
There are about 175 pupils in the high school who have elected drawing this year. The majority of these take the free-hand course, as only those intending to go to some technical school take the mechanical work.
The course in drawing for the grades below the high school comes under the following heads: Plant form and color, pictorial drawing, construction drawing and design.
The work is laid out as follows :
September-October: Plant and nature drawing comes in all grades and includes sedges, grasses, plants, leaves, sprays with fruit, etc.
November-December: Pictorial drawing in all grades -Vegetable, fruit, objects, grouping of models and pottery.
January-February : Constructive drawing ; lines, angles, triangles, squares, oblongs, etc.
Use of rules in all grades. Geometrical problems in high- er grades and working drawings of blocks, desks, tables, etc.
March-April: Both constructive and applied design, formation of units, arrangements of same in border and surface pattern, color harmonies, etc.
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May-June: Spring flowers for design and natural colorings.
The general condition of the work in all of the grades is good. We do not get as much variety as I would like, simply for the lack of time, only one hour per week being allowed for drawing.
We are trying for quality of work, rather than quantity, and I think we are getting very good results both in color and drawing. The work could be improved, especially in the higher grades, if we had some new models, such as pot- tery, both plain and colored,-also, if we had a good assort- ment of light gray paper for mounting drawings. In the high school we need some new pen drawings, as a great many of the scholars are taking up this line of work, and we need a large variety to work with. I would suggest some from Christy, Gibson, and Larned. These can be bought in book form or sheet, as may be preferred. I would suggest, also, a new crayon for the lower grades called the Munsell Crayon, which makes a scale of very soft colors. This is the latest and best color scheme that has been advanced in school work. If this should be used in the lower grades, and our regular water-color paint in the higher grades, the result in color must show improvement. It teaches the children to be more critical in the selection of wearing ap- parel, also in suggesting schemes of decoration at home.
This certainly would be a development in the whole course, with a comparative small expense, and would meet the approval of all the teachers. I trust in the fall we will be able to get these appliances for the lower grades.
Thanking you for the assistance and support you have given me in this work, and the teachers for the good work they have done, I beg to remain,
Respectfully yours,
WILLIS S. CARTER, Supervisor of Drawing.
The following report by the Director of Manual Training
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covers the work in this line so satisfactorily that further comment is unnecessary :
Mr. F. H. Nickerson, Superintendent of Schools :
Dear Sir :- In accordance with your request I have pre- pared the following report of Manual Training.
For three years manual training has been a part of the school work in Melrose. The beginning was made with one- half hour each week for cardboard work in the sixth grade for all pupils, a lesson of one and one-half hours each week in woodwork for the boys in grades seven, eight and nine, and a similar amount of time in sewing for the girls in these grades. It was arranged to have the boys come to the high school building for their work and to have the girls take their sewing at the same time at the respective school rooms. There has been no change in the grades in which woodwork and sewing are taken, but the increased number of pupils in these grades has made it necessary during the present school year to reduce the time given to these sub- jects to a lesson of two hours once in two weeks. The work in cardboard has been gradually extended until now it is taught in grades three, four, five and six.
The purpose that controls in the training in this line in our schools is not primarily to secure manual dexterity in the lines taught as an end in itself, but, through special training in manual expression, to secure a kind of educa- tional development which they can secure in no other way and which is necessary for complete mental growth.
I have planned the general outline for the cardboard, but Mr. Carter, supervisor of drawing, has had charge of the supervision and inspection of the work. The general plan is to teach the child to do thoughtful, accurate work, and to teach the correct use of the rule, compass and scissors, also the type forms, as the square, triangle and circle and their combinations. Problems suited to the ability of the chil- dren in the different grades have been worked out. The cardboard naturally correlates with the mechanical draw- ing and offers a good medium for applied design.
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Sewing.
The regular teacher teaches the sewing in her own room. I plan the work and assist the teachers by meetings and carefully prepared directions for each kind of sewing and its application. I also visit the rooms occasionally and in- spect the sewing. There is a good text book on sewing in each building, and I reserve some time each week for the teachers who wish extra help. The following are the out- lines which are being used this year in sewing :
GRADE VII.
I. Make a case to hold work .- Baste, hem, oversew, stitch, overcast, make loop, sew on button, stitch name on tape.
2. Make work-apron .- Baste, hem, oversew, sew on band, make and sew on strings.
3. Hemmed-on patch in cotton, striped or checked.
4. Stocking darning.
5. Cross-stitched patch in flannel.
6. Overcast and work buttonhole.
7. Short talks on the manufacture of cotton and woolen cloth.
GRADE VIII.
I. Hemmed-on patch in cotton, striped or checked.
2. Stitched-in patch in cotton.
3. Darning in cotton.
4. Darning in wool with ravellings.
5. Buttonholes, loop and eyelets.
6. Stocking darning.
7. Choice of short skirt and dress for small child.
8. Cross-stitched patch in flannel.
9. Single and double feather-stitch.
IO. French seam.
II. Gusset.
12. Fell seam.
13. Short talks on the manufacture of cotton, woolen, silk and linen cloth.
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GRADE IX.
I. Corset cover, design trimming .- Cut, baste, French seam, buttonhole strip, buttons and buttonholes, bias facing, fell seam, sew on lace.
2. Darning on wool with ravellings.
3. Single and double feather-stitch.
4. Towel .- Hem-stitch one end. Design edge for other end and work with embroidery edge stitch. Design and work initial.
5. Whipped-on ruffle.
6. Hem-stitched tucks.
7. Have the girls know something of the principles and history of weaving.
Woodwork.
The boys have had some previous work in mechanical drawing. It is continued in connection with the woodwork. They either work from their own drawings or from blue print drawings. The first work in grades seven and eight is very simple, only one piece of wood being used in working out the problem. The work advances through easy stages until the boys are able to construct objects of two or more pieces of wood, and to use nails and screws. In the ninth grade more difficult work is attempted. The glued joint, dovetail and hinge joints are a part of the work. Some stain- ing and polishing of the work is also done in this grade. There is always a choice of problems and the boys work out some of their own ideas and designs. The boys are taught to recognize the different kinds of wood which they use, and in the ninth grade they study a little about the growth of the tree and the ways of sawing and preparing it for lum- ber. The present ninth grade is the first one to have two years' previous work.
I am using the following outlines this year as guides for my work in this line.
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Grade Seven.
Articles to be made.
1. Pencil sharpener or shrub label,
2. Glove mender or flower pin,
3. Coat rack or hat and brush rack,
4. Pen holder or letter opener,
5. Round cutting board or oval cutting board,
6. Foot stool or plant stand,
7. Wheel rack or shine rest,
8. Bracket (design outline),
9. Knife rack, or tool rack,
10. Photograph shelf, or simple box,
Wood used.
Pine
Pine
White wood
Cedar, gum wood
White wood, bass
White wood
White wood, gum
White wood
White wood
Bass or white wood
Grade Eight.
1. Coat hanger,
2. Tool rack, or broom rack, or brush broom rack,
3. Sleeve board or preserve paddle,
4. Blotting pad (design decoration),
5. Paper knife (design outline),
6. Box,
7. Tray (plan proportion and size),
8. Clothes stick, sink scraper, or spade,
9. Envelope case or stationery holder (de- sign outline),
10. Bench hook, or, Weather vane, or, Doll furniture,
Bass wood
White wood and gum White or bass wood
Gum wood
Maple wood
Choice of wood
Gum wood
White wood
- Choice of wood Oak and white wood Pine or bass wood White wood
Grade Nine.
1. Cake board, or,
Pen rack and ink stand, or,
Necktie rack, or, Drawing board,
2. Towel roller (design back), or, Pine wood Crumb tray and scraper (design), Gum wood
3. Book rest (design outline), hinge, key, or dovetail joint,
"Gum and bass wood Cedar and gum, or cedar and butternut Bass and butternut or bass and gum
White wood
Choice of wood
4. Foot stool, folding table, taborett, blacking box (dowel), sugar scoop, sun dial, utility box, plate rack, flower table, book shelves, salad spoon and fork, candle stick, chair, tool chest. (For the last piece of work the boys use white wood and stain it.)
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While a good beginning has been made, much yet re- mains to be done in the future. The work of the three upper grades I should wish to remain practically as it is, making slight changes to meet existing conditions. Some change might be made in the lower grades which would broaden the course. The first grade lays a good founda- tion, working as it does with the kindergarten. Paper cut- ting and folding could, with profit, be introduced into the second grade; weaving, raffia and knot work into Grades III and IV; cardboard into Grade V, and sewing for the girls and whittling for the boys into Grade VI.
I appreciate the hearty co-operation received from Super- intendent, Committee and Teachers.
Respectfully submitted,
AIMEE CLARA FERSON, Director of Manual Training.
V. Lengthened School Session in Grades VII, VIII and IX. When one considers that the schools in general are in actual working session less than five hours daily for only about 190 of the 365 days of the calendar year, and puts beside that fact the expectation of the public with respect to the school product, it becomes apparent that, under the usual conditions with respect to length of school session, school authorities are practically compelled to require home study of pupils in the upper grades of grammar schools.
Nevertheless the question of home study for pupils is a vexing problem in public school administration.
Owing to the frequent protests of parents who were par- ticular to see that their children applied themselves faith- fully to their home study, and to the fact that the majority of those pupils who conscientiously attempted to do their duty in respect to home study worked necessarily at a dis- advantage which resulted in great waste of their time and energy, and to the further fact that most pupils in these grades lack the necessary self-mastery to perform home tasks voluntarily, and that, too frequently, parents are not sufficiently insistent to have such tasks accomplished, I
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was led to suggest in my annual report for 1903 "that a longer daily school session for the upper grammar grades might result in distinct gain to our young people." In dis- cussing the proposition the following reasons for this belief were given :
I. "If the daily session should be lengthened by a half- hour and that time given up to study, pure and simple, the desired opportunity would be afforded the teacher to teach pupils how to work as they should. I believe that, in the case of the average child, a half-hour of such work in the school room would be worth more in the preparation of the next day's task than twice that time in home study."
2. "The opportunity of preparing lessons at school under the direction and stimulus of the teacher would enable the pupil to come to his home practically free from whatever nervous strain may come from the omnipresent thought of a lesson to be prepared at some time before the next session of school begins."
3. "It is probable, also, that if lessons should be pre- pared at school, as indicated, teachers would find it easier to hold pupils responsible for good results in their work. If it be objected that the lengthened session would injure pupils physically, one may fairly reply that it is quite possible to believe that the relief which the child would get with respect to home study, done as it is in the majority of cases, would fully offset any strain occasioned by the longer school session."
Three conferences with parents were held to discuss the foregoing suggestion,-one at the Highlands, one at Wyo- ming, and one at the Center. It was the almost unanimous opinion of those present at these gatherings that the sug- gestion should be put into practice. Accordingly the School Committee directed that until further notice the daily session for Grades VII, VIII and IX should be from 8.30 to 12, with two hours in the afternoon; that the first half-hour of the morning should be devoted to study strict- ly ; that a 15-minute recess should be given near the middle of the forenoon session; that all home study should be
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abolished in Grades VII and VIII, and that not more than one home study should be required of pupils in Grade IX, -formerly two had been required in this grade.
The above plan has been in operation about two and one- half years, and while I have known, as I stated in my report for 1905, "that some of our teachers have been disposed to feel that the plan placed upon them an added burden and that occasionally a parent has expressed dissatisfaction with it," I have been confident, from my experience as a parent having had a child in school under the plan and from my observation as a superintendent, that, on the whole, pupils were being distinctly benefited thereby.
The benefit which a child receives from his educational effort is not always immediately apparent, neither can it be set down in terms of mathematical definiteness, so that, unless one has a clear conception of what education means and understands that much of the best that a child gets from his school training is a matter of deferred realization, there is danger that he may judge adversely methods of school instruction and administration that are well calcu- lated to advance the best development of young people.
In order that I might get a definite understanding of the opinions of parents upon the above-mentioned plan after their experience with its working, I recently submitted to all parents having pupils in Grades VIII and IX the follow- ing letter of inquiry :
I. "Does it appear to you that the intellectual training of children in Grades VII and VIII van be advanced as well or better by having them do all their studying at school under the teacher's observation and with her assistance than by having lessons for home study?"
2. "Do you think it as well or better for the intellectual training of pupils in Grade IX to do at school under the teacher's supervision half the study formerly assigned for home work? (The amount of time added to the school session is not enough to permit all study in this grade to be done in school.)"
3. "So far as you have observed in case of your child
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(or children), is it your opinion that pupils suffer any physical injury from the longer daily session, or do you think that the relief that pupils gain from home study off- sets whatever additional strain may be brought upon them by the lengthened session ?"
4. "Have you any suggestions to offer regarding the present plan of administration in this line, which does away with all the required home study of school lessons in Grades VI and VIII, and with half of that formerly required in Grade IX?"
Replies have been received from 213 different homes. Of this number, 207 unqualifiedly indorse the lengthened session plan; five disapprove, and one is uncertain. The statements of a few of those who approve the plan are given below :
FROM A MOTHER :- "I think the relief children gain by having little or no home study in the grades more than offsets any extra fatigue caused by longer daily sessions."
FROM A FATHER :- "Study at school is best for the advancement of the pupil. . I do not think the chil- dren suffer in the least from the lengthened school session. I highly commend the present plan."
FROM A MOTHER :- "I am heartily in favor of the present plan."
FROM A FATHER :- "I have observed my boys quite closely and think they are fully as well off with the longer session as before. I think the present method is excellent."
FROM A MOTHER :- "My daughter was saved from illness when the longer session came and less home study."
SIGNED BY BOTH FATHER AND MOTHER :- "In our opinion the lengthened session is not injurious. We think it would be hard to better the plan."
FROM A FATHER :- "I think my children are bene- fitted physically as well as intellectually by the present method."
FROM A MOTHER :- "It seems to me that everything
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works better this way than formerly when pupils had more home study."
FROM A FATHER WHO IS A PHYSICIAN :- "In my opinion the longer session inflicts no undue strain, and the escape from home study is a distinct relief for both children and parents. We approve the present ar- rangement most heartily."
FROM A FATHER WHO IS A PASTOR :- "Decidedly better intellectual training. For physical reasons I prefer the longer session in school."
FROM A MOTHER :- "At first I objected very much to the additional half-hour, but since then I sincerely think it has been a benefit as it relieves the child from the extra home study."
In order that I might get an opinion upon the subject from another point of view, I recently submitted a series of questions to the teachers in the above-mentioned grades. In submitting these inquiries the following suggestion was made to the teachers :
"While I do not think that sufficient time has elapsed to test fully the merits of the arrangement, I should appre- ciate at this time an expression of your opinion upon the plan based upon your experience and observation thus far.
"To be of value to me, it is desirable that such expression should be a carefully matured statement of the independent, individual judgment of each teacher."
The questions and the summarized opinions of those who had worked long enough under the plan to be willing to declare themselves positively are given below:
I. "Do you find under our present arrangement that pupils are able to make as satisfactory progress in their studies as they made when more home study was required?"
'Answer: Of those who have a definite opinion, eight say YES, and one says NO.
2. "Are the results secured from pupils any more nearly uniform than when more home study was required?"
Answer: Of those who have a definite opinion, eight say YES, and four say NO.
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3. "Do you think it probable that better habits of study are being developed in pupils than when you had less opportunity to supervise their study?"
Answer: Of those who have a definite opinion, fifteen say YES, and one says NO.
4. "Do you observe that the longer session is having any injurious physical effects upon pupils ?"
Answer: Of those who have a definite opinion, thirteen say NO, and two say YES.
5. "Has the 15-minute break in the middle of the fore- noon session diminished the annoyance caused by pupils leaving classes for sanitary purposes ?"
Answer: Of those who have a definite opinion, twelve say YES, and one says NO.
6. "Do you find that the strain of your work is material- ly increased by the longer session ?"
Answer: Of those who have a definite opinion, eight say NO, and five say YES.
It appears, therefore, that, while there is a difference of opinion upon the subject among the teachers, the weight of evidence from them, also, favors the present plan.
Inasmuch as the present freshman class in the high school had taken the larger part of the last two years of their grammar school course under the lengthened session plan, I submitted the following inquiry to the principal of that school :
"Do you observe that the present freshman class in the high school manifests in general any better habits of study (such as increased ability to use study aids intelligently, power to concentrate and sustain attention upon the matter in hand, etc.) or any greater capacity to take up the work of the high school than has characterized previous classes ?"
I submit his answer in full:
Mr. Fred H. Nickerson, Superintendent of Schools :
My dear Mr. Nickerson :- Your letter of January 22 in regard to the freshman class is at hand.
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