USA > Massachusetts > Norfolk County > Quincy > Inaugural address of the mayor, with the annual report of the officers of the city of Quincy for the year 1892 > Part 12
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The Principals complain of the same trouble as does the Instructor of the Evening Drawing school. Many begin, but there is a gradual falling off. The city of Fitchburg has suffered from this cause, and I copy from the last report the Superinten- dent's experience :
"The work of these schools is hindered by the presence at the beginning of each term of a number of pupils that enroll themselves with no intention of remaining. This year the plan was adopted of requiring the applicant to make a deposit of one dollar as a guarantee of an intention to attend. This deposit fee is returned at the end of the term. This method has the effect of deterring from registration many who would enter the school with no intention of applying themselves to study. The char- acter of schools this season is unlike the previous years. Had there been any doubt concerning the advisability of adopting this plan of registration, that doubt would be dispelled upon the opening of a school. The improved condition of affairs speaks for itself."
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I should recommend that a diploma be given for a certain amount of work in a given number of subjects, and a certificate at the end of each year for regularity of attendance. If some general exercise could be held at the end of the year, it might raise the school in the public estimation so that more of our grammar school graduates would not put away their books for- ever at the age of fifteen years. In fine, the grade of work should now be raised to correspond with that done in the lower classes of the High school.
XIII. READING.
Much of the new reading matter furnished during the year has been selected with reference to its literary value. It is hoped that it shall not be true of Quincy that "nine-tenths of American Grammar School pupils pass out into life with no special taste for, or knowledge of, good literature or history." Our children are reading understandingly, not selections, but whole stories, poems, and essays, of Longfellow, Whittier, Holmes, Bryant, Lowell, Hawthorne, Burroughs and other writers of real merit. In addition, there are a graded series of Historical Readers, containing stories, legends and folk lore; of Informa- tion Readers, describing our food, clothing, industries and kindred subjects ; and a partial line of Nature Readers. These furnish excellent material for the reading classes and at the same time broaden the child's view of life by nourishing his mind and by arousing and strengthening his dormant moral powers. Such reading matter increases his knowledge of the English language, and if the leading thoughts are reproduced in written work, it will greatly enlarge his power of expression. A teacher whose " hobby " is language is a real need, and in this standard litera- ture will be found a source of inspiration and of helpful material for such work.
Aside from the regular reading of the school room all effort has been made for several years to encourage it at home. To the pupils of the High School the following ques- tions were submitted in December, and from 180, these answers were received.
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1. How many books of any profit to you have you read since January, 1892 ? 4 had read 1; 15, 2; 11, 3; 13, 4; 21, 5; 16, 6; 4, 7; 9, 8; 6, 9; 26, 10; 2, 11; 6, 12; 1, 14; 9, 15; 3, 20; 1, 24; 4, 25; 1, 28: 1, 30. A total of 1,219 books, or 6.7 cach.
2. Are you a regular reader of any standard magazine or other periodical publication ? 137 are.
3. Are you a regular reader of a daily newspaper ? 128 are.
4. Do you regularly take books from the Thomas Crane Public Library ? 127 do.
5. Are you the owner of ten or more books that will be of any value to you after leaving school ? 107 are.
It should be remembered that the free text-book system tends to discourage ownership. One pupil accounted for her wide reading by the fact that her father gave her a prize pro- vided that she furnished him with a review of the book read. ' Would that there were many fathers like this one !
The annual report of the Thomas Crane Library will show an increase in reading by the pupils. This brief investigation will explain a part of the increase. These returns and the addi- tional fact that more than 450 pupils of the lower grades are also patrons of the Crane Library are most gratifying signs of growth.
The same annual report will also reveal a decrease in the read. ing of educational works. If any responsibility for this rests on the teachers, let me say that 75 per cent. are owners of such works. Furthermore, 87 per cent. are regular readers of one or more standard educational magazines or journals.
In connection with reading, mention should be made of the vote of the Board to furnish every room with one copy of "Our Dumb Animals," the publication of the American Humane Educational Society. Each teacher is expected to impress on the minds of the pupils the lessons of mercy taught by this paper.
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XIV. NATURE.
"Men read in books what authors say concerning stones, plants, animals, and the like, but to inspect these stones, plants, and animals with their own eyes is far enough from their thoughts. It is none the less true in the human kingdom of knowledge than in God's kingdom of heaven, that no man shall enter into it except he become as a little child."
Bacon was right in his time, and what is worse, is too nearly right in our own. That the little children of to-day may not have, when they have grown old, the mortification that we so often feel when obliged to confess our ignorance of the natural world all about us, our school curriculum now includes Nature Study. It is a subject of universal interest to children. The materials needed are at their very doors and the study of these gives them a knowledge of this beautiful world, trains their power of observation, gives them some of the very best materials of thought, and must develop a greater love for the beauties and wonders of nature to the end that their conception of the Creator must increase in like ratio.
If for my children I were obliged to chose between a knowl- edge of one-half of the arithmetic and one-half of the geography that are now studied in our schools, or an elementary knowledge of the earth's crust beneath their feet, the humble flowers by the wayside, the trees and birds, the life in the waters, and the stars that shine above, I should not hesitate for a moment. I know of no subject of which civilized man is so universally ignorant as this, that all the children of Quincy, from 5 to 15 years of age, are now investigating-as yet somewhat crudely to be sure, but nevertheless to their lasting profit. That the citizens may have some idea of the trend of the work, I submit a very brief synopsis of the topics of the eight grades for the last ten weeks.
9
10
1
1. Goldenrod
2 Apple (Fleshy fruit)
3 Cat
4 Leaf Twigs (Red)
5 Peach (Stony fruit)
6 Nastur- tium
7 Dog
Dog
Granite English Sparrow
II. Apple and Peach (compared)
Evening Primrose
Gentian
Garnet
Grasshopper
Crow or Robin
Dry Fruit
Quartz
Canary Pigeon
III.
Arrange- ment of Leaves
Form of Leaves
ยท Squirrel
Surface of Leave's
Rabbit
Kinds of Roots
Life of and Uses of Roots
Quartz and its Varieties
Quartz Quartz
IV.
Gravel
Apple
Sand
Melon
Clay
Grape
Soil and Subsoil
Bean Pod
Hill
Dry Fruit
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V.
Slate
Slate
Sandstone Sandstone
Pudding- - stone
Pudding- stone
Granite
Granite
Marble Marble
VI. Big Dipper
North Star
Little Dipper
New Moon
Half Moon
Third Quarter
Full Moon
Cassio- pea
Review Review
VII.
What is Food ? Is Alcohol a Food ?
Time and Manner of Taking Food
Quality and Quantity
Review
Air Why Needed
Pure and Impure
Ventila- tion
Drain- age
l'at
Cat
VIII.
Frog
Frog
Turtle
Turtle
Fish
Fish
Bird
Bird
Cepheus Review
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The human body has not been forgotten. The topics for the first term of the school year (beginning in September) were as follows :
I. Parts, use, care.
II. Parts compared with similar parts of other animals.
III. Touch, sight, effects of alcohol and tobacco.
IV. Skin, muscle, tendon, effects of alcohol and tobacco.
V. Organs of digestion and circulation, effects of alcohol and tobacco.
VI. (Begins second term.) Organs of respiration, effects of alcohol and tobacco.
VII. Food, air, needs of body. Is alcohol a food ?
VIII. (Begins second term.) Special senses, effect of alco- hol and tobacco.
The disadvantage that we have to cope with is the fact that our teachers have not been trained for this work. Although they strive faithfully and earnestly, and have attended the regular grade meetings and voluntary ones out of school hours in addition, yet they cannot handle this topic as they do the old- time subjects.
The amount of instruction "as to the effects of alcoholic drinks, stimulants and narcotics on the human system," is in- creasing in a systematic manner, and with the close of another year greater progress should be reported. The warfare against these evils can be waged best among the young. To the children more than to legislation we must look for an advance in the general sentiment of the community regarding temperance. Especially should the use of tea, coffee and cigarettes be censured. Three times during the past year I have caused per- sons to be warned who were allowing children to purchase cigar- ettes under suspicious circumstances.
XV. COOKING.
This year has witnessed the introduction of two new sub- jects : Cooking and sewing. As yet the former has been limited to the High School.
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Food, its chemistry, its elements, its digestion and its nutri- tion; the need of it for animal warmth, for energy and for repairs, and the effect of the different elements in the body are now considered a profitable subject for study. The doctors tes- tify that diet can make men strong, intelligent, chaste, sober, or it can do the opposite. Miss Parloa says : "Dirty homes and improper food fill our prisons and almshouses with drunkards and criminals." Since there cannot be a subject in which more are interested, we should consider how the next generation may escape some of the evils that have befallen our own. If the mothers of that generation can be taught habits of thrift and scientific cooking, a greater ability and a more intelligent ad- ministration of the household will follow. Certainly such re- sults must follow increased knowledge ; but increased knowledge demands teaching, and so it was thought best by this School Board to make a humble beginning.
The pupils must be taught neatness, method, economy, exactness. They must learn the nature of combustion, the con- struction and care of a stove, the making and keeping of a fire. They should study the animal food in our markets and the selec- tion of the parts best suited to special uses, the extraction of their nutritious properties and their preparation for the table. It goes without saying that good bread, common vegetables, appetizing soups, in fact, what we call everyday cooking, should be 'emphasized most of all. Such preparations as demand the least of our digestive organs, but build up the wasting tissues and tempt the uncertain appetites of our invalids, should be in- cluded in our course. When the subject is thus developed, it becomes a fitting complement of Physiology and Hygiene.
Only a beginning has been made during the last term. Ten lectures have been given in the large room of the High School to the young ladies of the school. The average attendance has been 80. The subjects taught were of a practical nature as will be seen by consulting this list :
1. Making and care of a fire. Baking potatoes. Croutons.
2. Classification of food. How it builds up the body and keeps it warm. Baked apples. Baked crackers with cheese. Brown Betty pudding.
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3. Boiling or cooking in water. Experiments with albumen and starch. Boiled potatoes. Boiled eggs. Beef tea.
4. Steaming and other forms of cooking with boiling water. Oatmeal. Steamed apples. Steamed rice. Boiled custard.
5. First lessons in meat. Boiled mutton. Braised beef. Baked liver.
6. Warming over meats. Scalloped mutton. Beef hash. White sauce.
7. Soups. Making soup stock. Potato soup. Vegetable soup.
8. Broiling. First lesson in dough. Broiled chop. Broiled meat cakes. Plain suet puddings.
9. Stews. Beef stew and dumplings. Baking powder biscuit.
10. Making and baking yeast bread.
These lectures have been given out of the regular school hours, on Friday afternoons at 2 o'clock. Therefore, the large voluntary attendance has shown that the new opportunities have been appreciated. By a series of written questions it was learned when these lessons began that, by their own confession, 49 did not have even a fair knowledge of bread-making; 27 of cooking meat; 74 of soups; 51 of fish; 68 of oysters ; 25 of common vegetables; 5 of eggs; 28 of cake; 36 of pie; 61 of puddings. At home in case of emergency 14 could not prepare a common meal and 79 had no regular share in the housework.
The vote for the continuance of this course was 104, and as half the whole number attending have been present at all the lessons, although they were optional, the course should be con- tinued and enlarged.
XVI. SEWING
The special gift of the year to the Grammar Schools has been the introduction of sewing. This branch cannot claim as important a place in our domestic economy as cooking, for it does not so directly affect the health and has not had so great an
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influence in bringing us to our high estate, but nevertheless it is one of the arts of civilized life and altogether very practical. It is not only an accomplishment, but a necessity, and in time of need it may become a means of subsistence. The teachers know that some mothers will not patch, mend and darn, and as their children cannot, the "stitch in time" or out of time, is lacking.
I had a curiosity to find out what the 550 girls of the V., VI., VII., and VIII. grades thought they knew when the lessons began. It was learned that 50 per cent. thought they could darn a stocking ; 37 per cent. patch a dress ; 37 per cent. make a pillow slip; 35 per cent. make a work apron ; 30 per cent. feather stitch ; 25 per cent. make button holes ; 13 per cent. hem stitch ; 4 per cent. make a felled seam ; 4 per cent. set in a gusset; 3 per cent. make whipped ruffling; and 20 girls declared that they knew absolutely nothing. Later, the sewing director stated that they had decidedly over estimated their knowledge, and there- fore a liberal discount should be made from the data given above.
Many tired mothers have rejoiced to know that their children are being systematically trained and they will expect a greater development of the subject in the coming year. It was thought best to include the boys until they had learned some of the most elementary work. The ability to sew on a button, darn, mend or patch a tear, is not to be despised even in this age of sewing machines.
XVII. DRAWING.
The Drawing Course has become so integral a part of the Quincy system that the simple statement, that it is as satisfactory as in the past, will suffice. Perception, memory, imitation, imagination are being developed. With drawing are now in- cluded the more elementary principles of manual training and when this subject comes into our curriculum, as come it must, then our children will be more than ready for it.
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XVIII. MUSIC.
Since September, 1891, this subject has received only an hour and a quarter per week. Before this date there was no limit, excepting that the time must not be less than twenty minutes. By the new time schedule, nearly as much ground has been covered. This is due in fact to the increased knowledge of the regular teachers and to their greater ability to instruct. The special director of music visits each room once in two weeks, examines the work, offers her critcisms, and gives what ever advice is needed.
XIX. LING SYSTEM.
No one who has carefully observed our children, as they have passed on their way to school, will doubt for a moment their need of physical development. "Erect attitude and grace- ful carriage,-straight back and correct apposition of the shoulder blades ; capacious, well-formed chest, and great amplitude in the respiratory movements of the ribs; firm and graceful balance and gait;" the observer will not see. Such a development is, however, the ideal of the Ling System.
Two-thirds of our teachers in the fall of '91, realized our need, engaged a graduate of the Boston Normal School of Gymnastics, hired a hall, at the close of the afternoon session, took a course of twenty lessons, and paid their own bills. At the present time 46 are giving regular instruction based on these lessons. It necessarily follows, however, that, be they never so zealous, their work requires skilled supervision, so that their mistakes may be corrected. The twenty-four who did not attend the class, or who have come to Quincy since '91, need instruction.
Seeing that the teachers have done so much for themselves, they deserve the assistance of a Director of Physical Training. A member of the Normal School who is taking a post-graduate course can probably be engaged for two or three afternoons per week at a moderate cost.
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XX. TRAINERS.
Quincy has no Training School and consequently the sources of home-made teachers are : first, the Training Class and, second, an apprenticeship served in assisting the regular teachers or substituting for them. By this process of development many excellent teachers have been secured, but mostly in the lower grades, as the major part of the would-be teachers prefer that work.
It should be distinctly understood that the School Board is under no obligation whatsoever to those who train or assist. The obligation is rather on those aided. Both get without price a practical knowledge that very few Normal Schools can give. It is needless to say that the Normal is far ahead in theory and in the opportunity offered for a broader education. When the trainer who has worked under the supervision of an experienced teacher and has observed intelligently the methods used, has given proof of knowledge and ability, she is often employed as an assistant in a crowded room. I write thus plainly because there seems to be some misunderstanding in Quincy and else- where.
The conditions of entrance to the training class are so often asked that I quote from the printed circular.
Candidates for admission to the Training Class :
1. Must be eighteen years of age.
2. Must have completed a High School course, or its equiv- alent.
3. Must agree to maintain their connection with the class for one school year, unless released for reasons deemed sufficient by the Superintendent.
4. Must present certificates of character, scholarship and health.
There is no fee for tuition, but the trainer is expected to aid the regular teacher in every possible way in return for the help and advice given.
The class is organized in September of each year, but an applicant may enter during the year, if there is a vacancy.
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The class that has been at work the past term consists of twenty-seven young ladies. The small number of trainers from Quincy results from no graduating class from the High School last June.
See appendix.
XXI. RESIGNATIONS IN 1892.
It will be seen from the list in the appendix that Quincy is. still a training school for the suburbs of Boston. At least 14 have left for financial reasons. It is unnecessary to say that salaries of $620 or $600 are not offered to our poorest teachers. Such losses weaken our corps of instructors, and how- ever valuable the successors may become, for a time there is a heavy loss to the individual rooms. This Board has always been ready to release a teacher when a chance for advancement comes, but expects a two weeks' notice.
XXII. GENERAL MEETINGS.
Beside the special grade meetings all the teachers have been called together for the purpose of increasing their general infor- mation, and of arousing their minds that of a necessity tend to move in certain grooves because of their daily work.
With this design in view these eight meetings have been held :
March 4, Henry T. Bailey, Agent State Board Education.
March 21, H. W. Lull.
March 24, H. W. Lull.
May 31, Dr. Joseph M. Sheahan.
June 3, S. E. Brassill.
September 12, H. W. Lull. November 17, Dr. Joseph M. Sheahan.
December 6, Dr. George B. Rice.
These meetings are a strong reminder of the unfortunate fact that we have no proper place for such an assembly of all
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the teachers. No one room that is lighted is large enough for their accommodation. In the new High School building such provision should be made, and then a regular course of lectures on educational and kindred subjects will be possible.
XXIII. COLUMBUS DAY.
In accordance with the proclamation of the President of the United States, the proclamation of our own Governor, the vote of this Board, and the desire of all patriotic citizens, the nine schools observed Friday, October 21st, with elaborate ceremonies. In general the schools followed the national programme, but each had its own characteristic feature.
The following citizens took part in these exercises :- Mayor Fairbanks, Rev. S. Brainard Duffield, Rev. Edward Norton, Rev. H. A. Philbrook, Rev. W. Sherman Thompson, Rev. D. M. Wil- son, and Rev. W. M. Fritch ; Comrades J. Q. Bent, J. M. Cut- ting, Franklin Jacobs, James F. Merrill, Jonas Shackley, and H. - O. Souther, of the Grand Army ; Edwin W. Marsh and Elisha Packard, Chairman Emery L. Crane, Rev. H. Evan Cotton, Dr. John A. Gordon, Elijah G. Hall, and Dr. Joseph M. Sheahan of the School Board, and the Superintendent of Schools.
Large delegations of parents and other friends were present. and followed closely the exceptionally well-prepared and inter- esting exercises.
XXIV. SCHOOL DECORATIONS.
" It is a glorious thing to give a fortune to a college, but is/ it not 'also glorious to sustain generously the public school- especially the grammar grade ( the universal school attended alike by the coming statesman and professional, the merchant, and mechanic), where the children are old enough to appreciate and to be influenced by useful and beautiful objects ? Should we not be alike interested in this common educator to which we all owe the foundation of our knowledge: are we not all apt to look beyond this common educator when we have a gift to bestow ?"
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" It is poor economy to put before the accustomed view of children what is poor, mean and paltry. Without their knowing it, what they are wont to see is an essential part of their education.
Whether a certain gentleman of Ward Five has ever read these two quotations, I cannot say ; but he has certainly entered into the spirit of them, and the Wollaston school is a proof thereof.
At the present time, particularly in Boston and Salem, there are many who believe that the child during the formative period of life should have before him in his daily surroundings objects of an artistic nature, so that even while at his studies he may un- consciously absorb what is best and most beautiful in art. If the ugly, the mean, the debasing show their influence on the young mind and soul, why should not the child be just as suscep- tible to the beautiful ?
No one would claim for a moment that Quincy, as a city, should add to its already heavy school tax an extra appropria- tion for school room decoration ; but if private citizens will con- tribute to such a cause, they should be publicly commended. At Thanksgiving time the friends of the Wollaston school were in- vited to inspect one of its rooms and witness the beginning of art decoration in Quincy. That the donor's motives may be known, I quote two paragraphs from the invitation.
First, to inspire the scholars to a greater love of the beau- tiful, without which life at the best is only a drudgery. We are all more or less molded by our environment. Pictures of the noble men of history and the stately works of art wrought by the world's great masters, stimulate the youth to the highest achievement in patriotic and faithful work. The scholars by be- coming accustomed to see what is high and pure in art will un- consciously absorb its influence and learn to appreciate that which elevates and ennobles our lives. The result will be better work at their hands all through life, whether that work be at the bench, in the mart or in the forum."
"The second object is to induce the friends of the children and the children themselves, whether singly or in classes, to con- tinue the work of decoration till all the rooms in the building are rich with the symbols of the glories of the world in art and achievement. One need not furnish a room, but may contribute
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a bust, or picture, or vase, or bas-relief, or square of stained glass, until the whole makes of our schoolhouse a museum, and a school of art, patriotism and history."
So well was Mr. W. G. Corthell pleased with the reception of his venture that he took it upon himself to find forty-three others who individually would make at least one contribution from a list that had received the sanction of Ross Turner the artist who has devoted his energies to the movement. The forty- three have been found, and soon the room will be ready for pub- lic inspection. The appendix contains the list selected, as it may be of use to those of this city, or elsewhere, who would like to " go and do likewise."
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