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 1909 > Part 18
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
We regret to announce another loss to our teaching force in the resignation of Mr. Leslie L. Cleveland, Head Master of the High School, who goes to a very attractive and important field in Cambridge. His election for this post is again testi- mony that our High School administration has been excep- tionally strong and that in Mr. Cleveland, we had an able teacher, administrator and moulder of character. A new state law makes it mandatory for the city to provide at least one new playground by July, 1910. We feel that this will be a valuable addition to our newly established course in physical education by furnishing greater facilities for supervised play. We wish to emphasize again the tremendous force which man- ual training and physical education play in our system not only for what they accomplish directly in themselves but that they are the bases of intellectual and moral development.
The systematie examination of school children for physic- al defects should be productive of much good, but we find that only in a small percentage of cases are their warnings heeded, and the defects remedied. A school nurse who should visit the homes and explain to the parents the importance of the doctor's.recommendations and assist them in bringing about the desired result, would increase the efficiency of these examinations many fold.
In spite of our losses in our professional force we feel that we may start the new year under auspicions circum- stances. The Committee spared no pains in selecting a new Su- perintendent of Schools. In Mr. Albert L. Barbour, we found a man whose training and experience amply qualify him for the position. Mr. Barbour's methods harmonize with the most progressive ideas of modern education, which means a more practical and efficient handling of the pupil to develop the
10
best in him, mentally, morally and physically ; and his ability we feel confident will maintain the high standard that has been set for our schools. We feel that we need but a proper appropriation to place Quincy schools in the van of education- al progress.
The above report presented by a special committee, con- sisting of Dr. William G. Curtis, Dr. Edward H. Bushnell and Mr. Dexter E. Wadsworth, was adopted as the annual re- port of the School Committee of 1909.
ALBERT L. BARBOUR, Secretary.
Report of the Superintendent
To the School Committee of Quincy :
My annual report, as superintendent of public schools, which is the thirty-fifth in the series of school reports and the sixtieth of the printed reports of the department, is herewith submitted.
A Strong and Healthy Physical Life
In the last report of this department an urgent plea was made in the interest of physical education and the need of at- tention to this side of the training of children was fully pre- sented. The developments of the past year in this line of work serve only to emphasize what was then said, and to make clear the fact that attention given to the physical direction of the school children would very quickly make its value clear.
Mr. Ernst Hermann who instituted the department of physical instruction in our schools resigned his position in June after a service of one year to take up similar work in the Boston schools. In his place was chosen J. Gardiner Smith, M. D., a graduate of the Sargent School of Physical Educa- tion, and a man of wide and successful experience in play- ground work, and he has taken up this responsible task with .intelligence and skill. The early part of the year was devoted to a general physical examination of the pupils and to putting the system of outdoor games on a sound and comprehensive
11
12
basis. We are now engaged in gradually putting into intelli- gent operation the system of corrective gymnastics which is planned for indoor work in all grades. The work in corrective gymnastics is designed to be much broader and more efficient than the much abused word, gymnastics, generally implies. Its great aim is effectiveness, not display. It has definite ends and seeks certain well defined results. There are mal-postures and preverted growths familiar to all who know school children, that are either directly and primarily attributable to school conditions as at present prevailing or, at least, fostered by such conditions. Many spinal curvatures, rounded shoulders and flat chests are the resultants of school attend- ance, due most frequently to careless seating conditions and long hours of restriction to certain bodily positions, that are not favorable to a normal development. The aim then of the indoor work of the school will be both the prevention and the correction of such conditions, and must be and is the scientific application of the principles underlying the laws of growth to the conditions prevailing at the various ages of childhood.
Naturally it will take some time and patient study for the teachers to acquaint themselves thoroughly with the de- tails of this work, to see its direct application to specific ends and to individual cases, and to use it with clear intelligence for definite and measured purposes each day. It is however, being undertaken patiently, carefully and with firm faith in its power to render valuable assistance in the work of child development. Of course, only time and experience will pro- duce the actual accomplishment of visible results, but know- ing how great the need is for a normal development, there will be no failure through lack of earnest effort. During favor- able weather thirty-five minutes each day are devoted to a carefully supervised physical training of school children, both indoors and on the school grounds. The school grounds have become real playgrounds at recess periods, instead of the tra- ditional loafing places of former years, and hundreds of chil- dren are now intensely interested in their many individual and class plays who formerly scarcely realized that more than
13
two or three outdoor games existed. As time goes on, we hope to be able to extend the number of inter-class and inter- school contests in the several track and field games that boys and girls now know, and we shall offer them the opportunity of enjoying the rivalry that will come from clean and well supervised athletic contests.
The report of Dr. Smith on the ideals and methods of this department shows the possibilities that lie before us and de- serves attention both as a tentative programme of future work, and at the same time as an answer to any doubtful query as to the value of this physical training. Your attention is in- vited to his report which follows:
Mr. Albert L. Barbour, Superintendent of Schools :
As my predecessor in his report of last year so ably and elaborately set forth the needs of physical education in the public schools, and also the aims, contents of and means for the same, and as I was elected to take charge of this depart- ment because I was to a large extent in accord with his ideas therein expressed, I do not think it is necessary for me to enter into a protracted discussion of the subject, but will con- fine myself to brief and concise statements, which will be sup- plementary to Mr. Herman's report.
In the introduction of the new department of physical education in the public schools, there are four very im- portant things to be taken into consideration, viz. :
1. Ideals of the department.
2. A broad and comprehensive view of the entire con- tents of the new department, that we may have a full knowl- edge of all the methods and means necessary to attain these ideals.
3. A practical and common sense view of the machinery, human and otherwise at hand with which to accomplish the desired results.
14
4. That this machinery, which will always be less than sufficient to cover all phases of the work in this department perfectly, should be applied to that part of the work which will produce the greatest amount of progress in a given time to- wards the ideals for which the department is striving.
It is the object of this department to apply to the grow- ing boys and girls all available means that have a tendency to develop a perfectly harmonious individual, whose efficiency will enable him to meet all the ordinary calls of life and most of the extraordinary ones not omitting the inculcation of those virtues and principles, which will fit him to become a part of organized society to its advantage.
A wrong concept is often deduced from the familiar phrase, "a sound mind in a sound body." Some are apt to get the concept of mind and body as two independent entities, living in close relationship, but either one or both of which may be independently educated to a degree of soundness. A truer concept is that of a sound mind in absolute control of a body, whose soundness, capacity for, and responsiveness to service has been created by that mind.
The problem is primarily psychological, and the child should be given as clear a concept as he is able to grasp, of the ultimate ideal to be attained, even though the ideal in the child's mind be very crude in the beginning, developing as he progresses toward the true ideal.
The teacher should have the intelligent co-operation of the child in each step taken and the child should, as far as possible, be unconscious of an effort on the part of the teacher to control him, but rather, should be only conscious that he is trying to control his own body and make it do a certain defi- nite thing for a definite purpose, which he fairly under- stands.
Man has been said to be primarily a motor machine, but rather is he a mind whose sole means of receiving knowledge of his physical environment is through the telegraphic receiv- ing apparatus of a complicated mechanism, and whose sole
15
means of self expression and reaction upon his environment is through the motor apparatus of this mechanism. Whether he will or not, he must assume all the responsibilities of en- gineer of this machine and, during the growing and develop- ing period, of constructive engineer. It is the duty and privi- lege of this department to render him so far as possible, an intelligent engineer in absolute control of a perfect and per- fectly responsive human mechanism. As health and an abun- dant vitality occupy the place of first importance in this de- partment, and as the play instinct in the child is nature's means at hand for aid in the constructive processes we should obviously place the graded plays and games as the first stones in the foundation for the building of our ideal.
Given the strong impulse toward a healthy body, with corresponding healthy thoughts and the vitality and physical inspiration resulting from properly supervised games, with their adjuncts, fresh air, proper diet, cleanliness, sufficient sleep, etc., we are now able to call forth the effort for the next step in our building, and this step will be the corrective gym- nastics.
The ends for which corrective gymnastics are given are from the artistic point of view, to mould the body in form and proportion to the highest ideal conceivable by the human mind ; and from the physiological point of view, to stretch the flexors and shortened ligaments and to strengthen the extensors so that the vital organs may have unrestricted room for growth, development and functioning. I would include under cor- rective gymnastics all exercises, whose ultimate effects will be elastie muscles with the greatest possible mobility of the joints not incompatible with strength in resisting strains, and always having in view that perfect balance of pull between flexors and extensors, adductors and abductors as will avoid a deflection of a part while in its natural position of rest from an ideal re- lationship to the remainder of the body as seen from the scien- tifie corrective attitude.
16
Upon the preceding step, we are prepared to take the third step necessary to attain our ideal, and that step is a system of educational gymnastics, the effects of which are neuro-muscular, and the purpose of which is to give absolute control of the body through a graded system of increasingly complex movements, resulting in that high capacity for co- ordination, which means ability to do things. It is through our educational gymnastics that we are able to produce a very adaptive material for the manual training department. The educational gymnastics should not merely have corrective gymnastics as their underlying foundation, but should be constructed upon corrective principles, and in every case should have a corrective as well as an educational objective. This is of the utmost importance in the grade schools.
The fourth step to be taken in the attainment of our ideal should be the adoption of a graded system of aesthetic gymnastics. While the corrective gymnastics give the capaci- ty for attaining a definite objective along straight lines, this single factor of physical education persisted in exclusively, would tend to produce an unyielding rigidness of carriage and movement, and an angularity, that would be displeasing and uninviting. For this reason it would be desirable to in- troduce aesthetic gymnastics, which, while they would not nul- lify the capacity for a straight line movement to a definite ob- jective, would add to this the capacity for the curved line movement for physical courtesy, a graceful carriage and a pleasing appearance. One occasion may require one of these qualities, and another occasion the other. Capacity for adap- tability is the keynote of efficiency.
So far I have spoken only of those factors especially de- signed for the giving of health, form, flexibility, control and gracefulness, but have said nothing in regard to a system of exercises especially designed for muscle and strength building. I consider such an idea, as being applicable to public school work, to be somewhat primitive. All the strength de- sirable for efficiency, it seems to me, will be developed inci- dentally in the use of the other factors of this work. There
17
may be individual cases where such work may be prescribed as corrective of a defect in proportion, or, to bring up to a fair standard.
I will now return to the plays and games from which I diverted to take up the gymnastic side of physical education.
These games, very simple in the lower grades, but ever becoming more complex in the higher grades, should lead naturally into the greater games of American field athletics, where greater speed, endurance, skill, quick perception, judgment and reaction are needed and where these qualities would be developed.
While much could be said as to the development through the games of those mental and physical qualities, that make for the efficiency of the individual in caring for himself in so- ciety, we should not forget that in our entire educational sys- tem, it is only in these games that we find a means naturally adaptable to the child for the development of a capacity for organized effort, and for securing those psycho-sociological effects making for social adjustment to fit him to become a part of society.
In all the other factors mentioned in applied physical education, or education through physical expression, the physical as well as the correlated psychic effects of the work done by the child, have been restricted to the child, and his whole mental attitude has been purely individualistic, but in the games the physical and correlating psychic effects of his acts are not merely individual, but for the first time the child is confronted with the social effects of his acts and his ten- deney to smash the ball on any and all occasions must give way, when duty calls, to make a sacrifice hit for the benefit of the team.
In order to secure all the advantages offered by the play factor of physical education, there should be organized a pub- lic school athletic and gymnastic league, with divisions and subdivisions, corresponding to the separate schools and grades. The entire student body should have the opportunity of tak- ing part in field and track work. Class contests and class
.
18
records should be given preference, though not necessari- ly to the elimination of individual contests and records, the policy of the department being the greatest good to the great- est number.
I am glad to report that graded corrective and corrective- educational gymnastics have been introduced into the five upper grades of the grammar schools, a ten minute period being given to the work each day.
The work is yet naturally in a very crude state and as so much depends upon the grade teachers for its proper pres- entation and execution, it will be necessary to make special arrangements for their instruction.
The gradings are necessarily provisional, with the ex- pectation of advancing the standard each year, until a high standard of such work shall be attained.
In the succeeding year, it is hoped that preliminary work may be introduced into the first three grades of the grammar schools, and that a system of graded aesthetic gymnastics with folk dances may be taken up.
When all the grade school pupils have become accustomed to the daily requirements of this work, it should not be difficult to advance the requirements when the grade school pupils are promoted to the High School.
While the grade schools are now given ten minutes each day for corrective work, the pupils of the High School receive only a single period each week, and, when time is taken off for change of rooms and clothing before and after the work, only about twenty-four minutes per week remain for gymnastics, which should include tactics, gymnastics proper, some aes- thetic work for the girls, as well as gymnastic games. Two periods per week should be provided.
With the kind co-operation of the board of medical in- spectors, an effort is being made to place the physical exami- nation of the pupils upon a more permanent basis by providing means for the same,
.
19
It would be a great advantage if all physical examina- tions, including those of the anthropometric department, could be attended to at the beginning of the school year in or- der that an opportunity may be afforded the pupils for the early elimination or correction of such diseased or defective conditions as may be found to exist. This would not only make possible the removal of an obstacle to good work through the year on the part of the pupil, but would place in the hands of this department and of the teachers a knowledge of those cases, which should receive special consideration.
To show steady growth along all lines, to prefer thorough- ness to quantity, to engender a spirit of loyalty, solidarity and mutual consideration and helpfulness among the student body, and, where the means are insufficient for properly covering the entire field, to give preference to the side of ap- plied physical education, over that of research and statistics should be the poliey of this department.
At some future time to employ a nurse, to have dental ex- aminations. and a free clinic for those children who might otherwise be neglected, should be looked forward to.
In closing, I would like to express my appreciation of the impetus given to the work by my predecessor, and my appre- ciation and thanks to the superintendent, board of medical in- spectors, masters and teachers for the cheerful co-operation and courteous treatment they have given me.
Respectfully submitted,
J. GARDINER SMITH, M. D.
In alliance with the work on the corrective and construc- tive side of the physical life of the school children there should properly be an effort to make use of all that modern hygiene has to teach on the subject of the sanitary environ- ment of the child. The school houses should, so far as pos- sible, offer proper sanitary conditions with adequately venti- lated school rooms, corridors and basements, and these con- ditions this city now generally provides.
20
The use of the common towel and of the common drink- ing cup has been abolished in all school buildings, and two of the most prolific sources of school diseases have thus been removed.
We have had occasion to consider during the year whether some provision might be made to furnish our High School pupils, who so desire, with suitable and properly cooked luncheons at moderate prices. Nearly eight hundred pupils are accustomed to take lunch, as they properly should, during the intermission in the day's session and unless lunch is brought from home there is little opportunity to secure suit- able food. On the other hand, in the absence of the right sort of food, a large amount of unsuitable and non-nutritious food is purchased at near by stores with an effect upon habits of eating and processes of digestion, which may readily be un- derstood. At the present time, there is no room and no equipment in the High School building for the preparation of such luncheons as it seems desirable to provide, although room for service might be found in case the food were pre- pared elsewhere. Mainly because of the lack of room in the building, it was necessary to decline an offer of financial assist- ance from the Quincy Women's Club made for this purpose. The only proper solution is one that would provide both for the pupils of the High School and of the Woodward Institute, and if suitable quarters were available at some point central to both schools, and could be utilized in a proper way, a distinct ser- vice would be rendered to the young folks of the city.
There is cause to speak briefly in this report of the one session school day for the first two grades, notwithstanding the full discussion of the matter in the report of last year, be- cause it seems to be a subject of considerable interest to many parents and citizens and because too, observation leads to the belief that there is considerable misunderstanding as to its purpose. I speak of the matter too in connection with this general large topic of a strong physical life, because the un- derlying reason for the one session day is a hygienic one.
21
In the first place, let it be made plain and be generally understood that the plan is not a makeshift, or an expedient brought about by overcrowding. It is true that our schools are badly overcrowded, but that is not in any sense a deter- mining factor in establishing a one session day. The change in schedule from the two session day has been made purely and solely in the interest of children's health and is simply one phase of the feeling, which is gradually and widely be- coming current, that the child of five years requires treat- ment and conditions that are different from those accorded the youth of fifteen.
School administration for many years has proceeded on the assumption that education was a dealing with the mass of children as such, or with a collection of average children, and has had scant patience with the idea of individualization. We have set up our schools, have followed each others lead, have laid down a hard and fast work day of from four and one- half to six hours, and into this Procrustean bed have fitted all our children with no regard to age, health or endurance. The same exactions of attendance have been made of the child of five, who ought not to be in school at all, as have been made of the youth of eighteen who is ready for his college life.
It ought not to require much thought or discussion to be convinced that such an assumption and procedure cannot logically be sustained, is immensely injurious in its possibili- ties for young children and is very likely insufficient in its demands upon those who are older. As a matter of fact, it would seem that the most casual thinker would agree with the policy of adapting the mental strain of education to a child's power in just the same degree that he would adapt the strain of physical exertion to a youth's strength when he first takes up physical labor.
The chief business of a child, both at this time of life and later, is to grow and wax strong. The necessities of school are all subordinate to this chief business, and must never in any measure be allowed to interfere with it either in the individu- al or in the class. A system of education which is so planned
22
that it puts a child under unnecessary restraint thereby de- priving him of that freedom of movement and amount of fresh air which he actually needs and might easily have, is interfering with his welfare to a dangerous degree. If school children were merely disembodied souls, as we are too apt to assume, when we let the theoretical blind our eyes to the prac- tical; then perhaps it might make no difference; but, so long as the child is very much an animal and a rapidly growing and unevenly developing animal, then that animal side must have our first and most thoughtful attention, and our prime duty is to see that no man-imposed restrictions of school pro- grammes or curricula bar the path of development of a God- given body.
The more consideration that is given to this all round de- velopment of infancy into childhood and of childhood into youth, the greater will be its importance to us and the more prominence will it assume above the instructional side of school life, so that we shall ultimately be led to pay proper at- tention to the training of the physical powers to a normal functioning, through a judicious selection of studies, a wise balancing of programme and an attention to individual needs and demands.
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.