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 1908 > Part 19
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23
Without being able at this time to state percentages definitely, I am sure that there exists among the children a very great need of corrective gymnastics and some instruc- tion in personal hygiene as to the importance of exercise, the care of the teeth, bathing and clothing.
Many of our pupils have what I would like to call school deformities. That is, they have exaggerated spinal curves, round shoulders, flat chests and flabby abdominal museles. These deformities are the outcome of too much sedentary work and too little exercise of the fundamental muscles. They are also due to ill-fitting clothing which not only bends the frame but indirectly deadens the instinctive desire for exercise. Against this lack of general muscular exercise we have already made some provision. Yet plays and games alone can never correct these evils, therefore corrective and educational gymnastics are necessary. As my next step I shall introduce some simple gymnastic ex- ercises which can be taught in the schoolroom by the regu- lar teacher.
21
This is, however, a part of physical education which re- quires expert knowledge and great care. Much harm can be done by teaching these exercises in a wrong way. In or- der that this work may be done intelligently I have already organized a volunteer teachers' class which meets once ev- ery week. Although this was in part my reason for organiz- ing this class, I hope that the teachers may be personally benefited by the work.
After the teachers have started these simple corrective gymnastics, I shall by personal supervision try to find such cases as may not improve by simple means and shall, if nec- essary, organize special classes in each school, which I trust I may find time to instruct myself.
This work of the teachers must for the present remain supplementary to all other physical education by plays and games. Yet, in order that the bad effects of our sedentary work may be somewhat offset and especially in order to meet the physical needs of exercise during school hours, 1 shall further provide such work as will stimulate heart, cir- culation and lungs and furnish all round muscular exercises in the school room.
Space does not permit me to give a detailed description of this contemplated work. It will be carefully graded and adapted to the physical, mental and moral capacities of the children in each grade. It will start with simple imitative actions in the first grade and gradually lead to complex exercises requiring knowledge, accuracy and precision, in- stant response and judgment, strength, skill and poise in the upper grades; passing from simple systematic work in the lower grades to complex rhythmic exercises and set drills in the upper grades. It will be recreative as well as educative.
In our High School these school-room gymnastics from five to seven minutes each hour would be of inestimable val- ue. The pupils of this school should also have at least two periods weekly devoted to educational gymnastics, and plenty of opportunity for athletics of a moderate nature. 1
22
further recommend for this school at least two outdoor re- cesses daily and that the pupils be induced to indulge in all- round physical activities during these recesses. The build- ing should be thoroughly aired during these intermissions by the opening of the windows, as the present system of ventilation is not sufficient. As a rule, pupils should not be permitted to stay indoors during recess.
The high school years are very important years in our education for future health and efficiency. The rapid growth of heart and lungs alone demand not only plenty of opportunity for all-round muscular activities but very care- ful guidance and judicious stimulation. To demand of these pupils prolonged mental and nervous efforts must result in strain upon mind and body, and interference with other very important growth. Severe mental efforts are good for both the boys and girls of high school age, but the periods of these efforts should still be of short duration. For general hygienic reasons, as well as for purely educational purposes, the high school period demands carefully adapted physical training. An important factor is the differentiation which must be made on account of the different problems involved with adolescent boys and girls. Without previous careful training in athletics and in the absence of general body- building work, great caution should govern athletics in the High School. Later on, when boys and girls will have gone through careful preliminary training in the grammar schools, this danger of lasting damage from too severe athlet- ic contests will be minimized.
Athletics are, of course, of great value to young men, but in this work we have today great need of caution. Re- strictions are necessary in the more violent and strenuous, sports. Even if a boy goes through the high school and col- lege athletics without lasting damage, he will find after a few years of practical life that his constitution is out of pro- portion to the average man. Training for efficiency means that we must fit a boy to take a place in the physical, mental
23
and moral life of today. There is great danger in too stren- uous physical activities.
In closing permit me to express my sincere appreciation of your most valuable help and advice, and your. great kind- ness towards me. I also would gratefully acknowledge the cordial reception which I have received from all the masters and the ready interest of all the teachers.
Respectfully submitted,
ERNST HERMANN.
One Session for First and Second Classes
When the School Committee of Quincy authorized one session for the pupils of the first and second grades, it acted in harmony with the best educational thought of the day and in harmony with the best interests of the children. New England is the only part of this great country in which lit- tle children are sent to school at the age of five years or less. In the hustling west and even in the belated south, they are not admitted until they are six years of age. In this case, at least, we are not as wise in our practice as in our laws, be- cause the legal age for entering school is seven, not five.
The introduction of the one session plan was made very easy for two reasons, first, because a very large majority of the parents favored it, and second, because in certain dis- tricts of the city the over-crowded condition made it neces- sary. Rarely does a misfortune work so much good. At the opening of the fall term the average number of children in the rooms of the first and second grades was over fifty, a condition which certainly should be forbidden by statute. To tolerate such a condition is not only to abuse pupils and teachers but to squander vital energy and sacrifice education- al efficiency. No teacher can properly care for and instruct/
24
fifty pupils of these grades or of any grade. Such a class must be divided into four sections, which means that the teacher is working with one-fourth of the class, while the other three-fourths are sitting in their seats busying them- selves as best they can. That is, the children are under the teacher's immediate instruction about one-fourth of the time and are necessarily left to themselves the rest of the time. And what of value can the poor little things do ? They must not play or make a noise for that would disturb those at work with the teacher. They can only sit as still as possible, or dawdle over so-called busy-work, until their turn with the teacher comes. It is little less than criminal to compel a five or six-year-old child to sit at a school desk four or five hours a day. It is very difficult for a healthy child of that age to sit still for any considerable length of time. He lives and grows through action but becomes fa- tigued and dull by sitting still. For him to become tired through normal activity is beneficial, because it promotes de. velopment, but for him to exhaust his energies trying to in- hibit action retards growth. The child's position at the desk tends to compress his chest, diminish respiration and inter- fere with digestion. The blood pressure in the head and lungs is too great, while the heart and extremities of the body need the pressure caused by muscular activity. Any treatment of the child, which tends to check the growth of his heart and lungs or to impair his alimentary and circula- tory systems, strikes at his health, happiness and usefulness. If there are to be steady nerves, a clear brain and active muscles, these must be supported by large lungs, good di- gestion and a strong circulation. Nature at this time is much more intent upon physical than upon intellectual de- velopment, much more concerned in making a good animal than in making a great scholar. And yet her method, al- though slower and less direct than ours, is far more suc- cessful in securing the ultimate ends of education. She en- ters her everlasting protest against drawing the blood from the extremities of the child's body and sending it to his head,
25
against confining his growing muscles for hours in an un- comfortable seat, against positions which tend to deform his pliant bones, against compressing his heart and lungs or disturbing his nutrition. If nature's protests were heed- ed, there would be less headache, anemia, dyspepsia, tubercu- losis and morbidity during later life. The nerves, too, de- mand fresh air and sunshine. Upon no tissues of the body is the sunlight more beneficial in its effects than upon the brain and nerves. Nerve cells are very unstable structures. Abundant sunlight makes them more stable, strong and steady ; without it, they can have no healthy growth or func- tion. The eyes of the child also suffer, because they are not. ready for either fine work or short range. Their normal de- velopment requires the distances and changes incident to out-door life. The rapidly increasing defects of vision, which appear after the child enters school, are sufficient evidence that his eyes are not prepared to meet the demands usually made upon them. The evil consequences of defect- ive eyesight are often far-reaching, sometimes seriously dis- turbing digestion, the nervous system and the general health. Not infrequently failure in school work and blemishes of temper and conduct, are due to imperfect vision or eye-strain.
These, briefly stated, are some of the reasons why chil- dren of the first and second grades, at least, should not be confined in the school room four or five hours a day. By the one session plan they are confined only half as long but re- ceive just as much instruction as they did under the two- session plan. Each class is divided into two sections, one at -- tending in the morning and the other in the afternoon. The advantages of this arrangement are, the teacher has only half as many pupils at any time, these pupils receive twice as much of her attention while in school, they are fresh, in- terested and attentive because the session does not fatigue them and they work under the teacher's constant guid- ance, and, best of all, they have regularly an unbroken half- day for free play out of doors. Although the children are in school only half-time, they do full work. In fact, they
26
actually do more and better work, because they work intel- ligently and to some purpose while there and because they work under much more favorable conditions: the air is bet- ter, there is less confusion and loss of time, the teacher has less to distract her attention and to dissipate her energies, she teaches more effectively and the pupils work more rapid- ly, mental impressions are more vivid and lasting, all en- joy school better and go home less fatigued. One needs only to observe the two plans in operation to be convinced that, for primary pupils, one session is better than two and that one session is quite as satisfactory in practice as in the- ory. Some fears were expressed at first that the afternoon children would play so hard during the forenoon that they would come to school tired and dull, even if they did not ob- ject to going at all, and that the afternoon work would be much inferior to the morning work, but nothing of the kind has happened. The afternoon pupils have had their play and do their work as readily and as successfully as do the morning pupils. In order, however, to be absolutely fair and to give equal opportunities to all, the two sections change places at the middle of the year, the morning section coming in the afternoon and the afternoon section coming in the morning.
When the schools are less crowded and only as many pu- pils are assigned to a teacher as she can properly care for and instruct, when it is no longer necessary to divide these lowest classes into two sections, then the teacher can have her pupils in the school in the morning and go with them to the playground or elsewhere in the afternoon, which will be much better than the present arrangement.
From what precedes it must not be inferred that 1 think that one session at school is best for children five and six years old, for I do not. I approve the plan only as the lesser of two evils. One session is better than two, but no time in the school room is best of all for children of these years.
27
Manual and Industrial Training
It is not necessary at this time to discuss the reasons why manual and industrial training should be added to the system of public education, because that has been done in times past and because few thoughtful persons question either the need or the feasibility of introducing them.
Last year considerable space was given to the impor- tance and general lack of motor education in the schools of this city, showing that such education includes physical, manual and industrial training. It is a great pleasure to be able to report that, during the last year, a most excellent system of physical education has been introduced into all of the schools and that manual training and cooking have been added to the High School courses. The city was exception-
ally fortunate in the choice of instructors in these three lines of work, for a good beginning is exceedingly impor- tant in every undertaking. The interest of the pupils in these new subjects has been strong and constant, and the in- fluence upon their work in other departments has been no- ticeably and only good. The practical benefits of these courses must be apparent to all who visit the classes and ob- serve them at their work.
Thus far the manual training has necessarily been of an elementary character, because the boys, with few exceptions, were without experience in the use of tools or in shop work of any kind. The work is well adapted to their present needs but, at the end of another year, they should take up work of a different character. As soon as possible, the present form of manual training should be transferred to the grammar schools and some system of industrial training be devised for the High School. We are hardly in a condition to estab- lish either a trade school or a school of mechanic arts, but it is possible to establish courses which shall have an impor- tant and direct bearing upon the future vocations of our boys. Much can be accomplished through our present or-
28
ganization by developing special industrial courses in the departments of science, mathematics and drawing; but these will not fully meet the needs. The motor element is lacking. There must be the practical side, the application of theory, the handling of tools and materials, real work.
There is a similar need in the case of our girls. We have an excellent course in cooking which includes something of household economy and home management. Courses in sew- ing, dressmaking, needle-work and millinery might well be added. Most of the current discussion upon industrial edu- cation deals with the needs of boys, but our girls are destined to be very important industrial factors. Most of them will have to earn a living in some sphere of manual activity, and it is necessary that they be so educated that they shall have skill of hand as well as of thought, that they may earn an honora- ble and competent livelihood. The domestic arts are likely to promote their welfare and happiness as much as the literary arts, and, through them, perhaps they will be able' to add as much to the sum of human health, comfort and vir- tue as in any other way. Bookkeeping, stenography and typewriting are good, but not best for all. There must be a broader field of choice, a development of other talents and a preparation for other occupations.
This question of manual and industrial education de- serves and demands our immediate and most careful atten- tion.
School Savings Bank
Through the very generous assistance and intelligent co-operation of the Civic Betterment Committee of the Quin- cy Women's Club a system of penny savings was inaugu- rated in the elementary schools of this city on Monday, Octo- ber 5, 1908. Those who had the matter in charge carefully considered various systems and recommended the one ap- proved by the School Committee, because it seemed to pos- sess more desirable qualities than any other.
29
It is educational not only because it teaches and en- courages the pupils to save but because it closely resembles banking methods, so far as depositing and withdrawing money are concerned. Each depositor fills out a slip, pro- vided for the purpose, giving the date, the amount of his deposit and his name. This he hands to the teacher togeth- er with his money and school bank-book. The teacher com- pares the money with the deposit slip and, if they agree, she enters the amount upon the pupil's book and returns it to him. All money and deposit slips are given to the master of the school who sees that the appropriate ledger entries are made and that the money is deposited in the Quincy Savings Bank. Withdrawals are made in a similar way, except that they must be made through the master and at the personal request of the father, mother or guardian of the pupil. Pu- pils are urged to withdraw their money only in cases of ne- cessity, sickness or removal from the city. Deposits of one cent or more are received every Monday. When a pupil has a deposit of five dollars or more, the master takes out in his name a bank-book at the Quincy Savings Bank and his de- posit bears interest. The master also sees that all deposits of pupils having bank-books are properly transferred to their savings bank accounts before the beginning of each quarter. When a depositor graduates or leaves the city, he will be given his bank-book or the money due him.
The system seems to possess every possible protection for the pupils, as all collections are deposited each week in the Quincy Savings Bank, and, even if the pupil should lose his pass book, his money is safe. Neither he nor anyone else can withdraw it without the personal request of his father, moth- er or guardian.
The initial cost of introducing this system was less than fifty dollars which was met by the committee mentioned above. The running expenses are so very small that they can easily be met by one of several ways, if they are not con- sidered a legitimate item for the School Department.
30
The following report covers the three months from Oc- tober 5 to December 31, 1908.
SCHOOL
Number of Depositors.
Amount Deposited.
Average Deposit.
Number who previously had
Savings Bank books.
Number of new Savings Bank
accounts.
Number who have withdrawn
money.
Amount withdrawn.
Balance on deposit.
Adams
251
$326.30
$1.30
68
10
6
$8.55
$317.75
Coddington
309
355.37
1.15
3
8
17
9.08
346.29
Cranch
213
329.87
1.55
83
10
17
33.12
296.75
Gridley Bryant
177
184.40
1.04
8
7
1
1.00
183.40
John Hancock
244
265.66
1.09
26
4
10
6.99
258.67
Lincoln
209
219.47
1.10
20
4
3
.82
218.65
Massachusetts Fields
266
473.76
1.78
3
16
10
14.26
459.50
Quincy
355
500.18
1.41
69
19
11
6.02
494.16
Washington
287
440.32
1.57
10
15
11
23.67
416.65
Willard
511
493.24
.97
54
12
11
14.33
478.91
Wollaston
215
420.00
1.95
4
15
8
5.20
414.80
Totals
3,037
$4,008.57
$1.36
348
120
105
$123.04 3,885.53
31
James M. Nowland
Early in the year, after faithfully serving the communi- ty for nineteen years, James M. Nowland, Master of the Adams-Cranch district, resigned in order to devote his en- tire time to business interests.
Mr. Nowland came to Quincy in 1889, taking charge of the Adams School in September of that year. When the Cranch School was opened in January, 1901, he was made Master of it also. He continued at the head of these two schools up to the time of his resignation, February, 1908.
For nearly nineteen years Mr. Nowland worked with the children in this part of the city, quietly, conscientiously and effectively. He was never convinced that all education of value is to be obtained in the school room and from books alone. He was always an advocate of the physical side of education, insisting that children should not be sent to school as early as is the custom, that abundant provision should be made for exercise in the open air, and that manual training of some kind should be a regular part of school work in all grades.
To his teachers he was always kind and considerate, be- ing appreciative of their virtues and not over critical of their faults. To the school officers he was frank but courteous, loyal without surrendering his own convictions or independ- ence. As a citizen, he has always been manly, industrious and true to the best interests of the community. Mr. Now- land has the respect, confidence and good will not only of the hundreds who have been under his instruction but of those who have been associated with him, all of whom are glad he is to remain in Quincy and wish him abundant success in his new field of effort.
The High School
The work and development of the High School are very satisfactory, never more so. The attendance has greatly im- proved, the interest and spirit of the pupils are remarkably
32
good, the corps of teachers is unusually efficient, and the standards of scholarship and deportment are high. The school certainly offers splendid opportunities to the boys and girls of this city and, if anyone fails to profit by these opportunities, it is his own fault and not that of the teach- ers.
There is one matter to which the attention of a very few parents should be called and that is the significance of graduation and the meaning of a diploma. On two or three occasions parents have made unreasonable demands upon the Head Master of the school, insisting that their children should graduate before completing a full course or doing the required amount of work. No pupil can be graduated sim- ply because he has been a member of the school for four years. Some, on account of immaturity, ill health, unavoidable in- terruptions, or neglect of duty, require five or even more years to do the work, while others of unusual ability and ap- plication can do it in three. It is a question of work rather. than of time. A pupil must have accomplished at least the minimum requirements for graduation. A diploma is never given as a favor, but always as a certificate of a pupil's at- tainments, a thing he has earned and which is his by right. A diploma which does not stand for merit, which is bought or obtained through favoritism or intimidation, is of no value whatever. Whoever gives or signs such a diploma knowing the facts, certifies to what is false; and whoever demands such a diploma is willing to deceive the public and to profit by misrepresentation. It then becomes the evidence of dis- honor and disgrace. To go through the form of graduating can never transmute ignorance into knowledge nor add any- thing to one's scholarship. No diploma can ever change the mental or moral condition of the person who receives it. Graduation to be a credit must crown long continued and successful effort, and a diploma increases in value directly as the labor required to secure it. It should always represent work done, power developed, attainments reached. When these conditions have been complied with, the school authori-
33
ties are glad to give any pupil the honor of graduation and to déliver to him the diploma which he has earned and which is his by right, not by favor.
Your attention is called to the report of the Head Master which follows :
Mr. Frank E. Parlin, Superintendent of Schools :
Herewith I submit my report of the Quincy High School for the year ending December 23, 1908.
The year has been marked by the introduction of three much needed courses. These courses are Manual Training, Domestic Science, and Physical Training. Each is in charge of an efficient instructor. Classes in Manual Training and Domestic Science were formed last winter and, as a rule, the students have been most enthusiastic in the work. Many boys who had shown but little interest in academic study en- tered into this work with a most encouraging zeal. They are required to make their own drawings of models and, from those drawings, calculate the amount of material needed. Each student must complete a piece of work in satisfactory manner before finally leaving it for another. As soon as this is done, however, he may go on without waiting for his less diligent neighbor. In this way, each boy's advance is determined by himself rather than by any set class standard which holds him to a certain mould. There is abroad today an agitation for more industrial education. Such agitation is sure to result in much educational advance, especially for our secondary schools. That advance will show itself in a wise combination of the cultural with the so-called practical, a combination that places the practical on an equal footing with the cultural. Not until that equality is reached by a just expenditure for necessary equipment can these practi- cal courses be fairly tested. Many boys are fitted by na- ture to become expert manual workmen.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.