USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1890-1895 > Part 42
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The buildings as a whole are in excellent condition. The heating and ventilating apparatus put into the Everett school during the summer vacation is working successfully, yielding plenty of fresh air properly warmed. The advantage of such a system of ventilation is marked. The difficulties encountered by the Committee on Ventilation in planning some system for the Everett school seemed almost insurmountable, but with unfailing good judgment and cautious procedure a plan of action was decided upon, accepted by Inspector Moore and introduced into the building under the careful supervision of Mr. Thayer. That the work was well done is proved by inspection, and that the system is a success cannot be doubted.
Both teachers and pupils feel that the best possible condi- tion for study is afforded them with the new system of heating and ventilating. The amount of strength and life with which the pupils now pursue their studies marks a striking difference to their condition when surrounded by air entirely unfit for respiration. The complaint so frequently made of physical and mental exhaustion is heard no more. The dullness and restlessness formerly so often seen is rarely noticed; indeed aside from contagious diseases, there has been very little sickness
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among the pupils of the Everett school. It is hardly necessary to state that the influence of the sanitary condition of the school will manifest itself upon the health of the child later in life ; therefore justice is only being done when the physical environ- ments are such as to lead the child into perfect health while training his mental powers.
The repairs in and about the Everett school building, as completed under the directions of the committee on sehool build- ings, have filled a much needed want. The work at the East and North buildings was necessary for the health of the little ones.
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TEXT-BOOKS AND SUPPLIES.
The expense incurred for text books and supplies has been somewhat larger than last year. This is due to the increased minber of schools and a necessary outlay for furnishing them with books and supplies. That a due amount of care and judg- inent was used in the case of text books and supplies is evident from the fact that the same appropriation was made last year ($1,000), when the school membership numbered 725, as was made when there were only about 500 pupils. Three new rooms had to be supplied with new material, beside the necessary out- lay for the other schools.
The number of pupils who entered the High School at the beginning of the fall term also added to the expense of the text book account.
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CONDITION OF THE SCHOOLS.
In a report of this kind we inst realize how impossible it is to describe what is noblest and best in school life. The sta- tistics of attendance, a description of the needs of the schools. a history of the events of the year, etc., are of business impor- tance, but the most vital feature of the work, -- the building up of character, the following the onward rush of school life in all its mysteries, - is a work that cannot be described in a report. Nor can any mind appreciate it unless from some official position the bright faces of hundreds of little ones can be closely ob- served and their future possibilities. with all that may be thrown into their young lives. contemplated. Hence the difficulty in writing about the school work, for like a beautiful pietnre, or the best in scenery, it must be seen, felt and experienced in order to be properly appreciated. The annual reports then are somewhat the same from year to year. for they contain certain facts con- verning the condition of the schools, portraying only in a meas- ure the nature of the work that is being done, as well as possibly suggesting needed improvements in methods of teaching and dis- ciplining. Yet a careful examination of reports extending for a period of years will disclose forces that have been constantly at work with a beneficial effect upon the school system. This pro- gress is due to the demand of the times which compels us to pro- vide more moderu buildings, an improved system of heating and ventilating. newer branches of study. with books and illustrative apparatus free to every pupil. to secure the services of teachers well prepared for the profession, to secure more rational methods of instruction, based as they must be upon principles that are guided by laws which govern mental growth and development. These changes must. of necessity. result in an increase in the cost of educating cach pupil.
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There is an inclination on the part of some to criticize the school system because of the cost, elaiming that the results are not eommensurate with the expense. Whether the criticism is just or not the future alone can tell. This we do know, that at. no time of the existence of the public sehool system has there been a higher order of intelligent administration employed than at the present time. That elements of weakness exist cannot be doubted, but the noble work our schools are accomplishing, and the grand returns they are giving the country. more than balance the amount expended upon them.
ATTENDANCE.
If we consult the tables of statistics we will discover the marked increase in the number of absenees during the past year. This is due to the prevalence of sickness among the children during the spring and fall. The prevalence of so much scarlet fever is a matter of serious consideration. I sincerely hope that nothing will be left undone to stamp out. as far as it is possible. such a contagious disease. The sanitary condition of the school buildings is excellent, and every precaution possible is used to prevent the spread of the disease. The teachers are watchful and are ever anxious to co-operate with parents and officers in protecting the little ones.
I am of the opinion that too little care is given to scarlet fever when found in a mild state. If the physician is not ealled in such cases. the Board of Health is not notified, and unfortu- nately other children arc thus exposed, with a reasonable ehance of contracting the disease. Then, again, inmates of the home where the children are sick with scarlet fever are sometimes care-
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less in going about in public places. The Board of Health may make rules and regulations, but if the public will not manifest a disposition to aid them by reporting any serions infraction of the law, the rules in themselves will be of little avail. I would rec- ommend that a special committee be appointed to make a tlior- ough investigation, so that if possible, with the aid of the Board of Health, the disease may be checked. Before the opening of the January term all of the rooms were thoroughly disinfected, and up to the present writing of'this report. no traces of the disease have been noted among the pupils.
It is unnecessary to state that a pupil's success in his school work depends in no small degree upon the attention given to the work. No outside influence should withdraw the attention of the pupil from his school duties ; for cven occasional absences detract from the deep interest so necessary for good work.
THE WORK OF THE SCHOOLS.
It is nearly two years since the course of study was intro- duced into the schools, from which time the teachers have labored diligently and intelligently to classify and grade the several schools. As they are now arranged we have placed in all of the two-room buildings the primary classes ; and in the lower room of each building will be found the beginners, or first year pupils while in the rooms above will be found the pupils of the second and third years. All of the other grades, with the exception of those in the Balch school, are centralized in the Everett and Guild schools. By means of the present system larger results can be more quickly reached when well directed. The plan of consoli- dation is sometimes criticized because of the distance the pupils
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are compelled to walk ; while this is an objection, yet the advan- tages for better instruction are evident, and there are greater possibilities of obtaining a higher standard of morals and patriotic teaching. Then, again, if we are to keep in touch with the progress that is being made, we must strive to educate the youthi morally and physically, as well as mentally. To do this well the children must be in close association with the entire school sys- tem, and also come into competition with larger numbers than would be found in the small, ungraded school.
The town has reason to be pleased with what the schools have done ; nevertheless new conditions in our American life develop new wants in different directions. As with business so with school work, constant re-adjustments are necessary in order to meet the demands; and in order to continue to exert the proper influence upon the public mind, the work must be adapted to the conditions as they arise. With such an idea in mind it has been my desire to distinguish between the principles of education and the ways these principles are applied, so that in making a change in the latter we will not seriously interfere with the former.
NATURE STUDIES.
Careful attention has been given the study of plants, animals and minerals, not only for the information. but also as supple- mentary work to language and geography. The work is of es- pecial value to the primary pupils, for children must know some- thing of the nature of what is about them if they are to be informed. The pupils were taught to observe keenly the differ- ent kinds of plants, animals and minerals that were found about them : then they were required to tell and write what was
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observed. The work is of highest importance, for not only is it worth a great deal to know what makes up the world, but also to express logically whatever we may think. Then again the prac- tical side of the child's mind is helped by bringing it into closer relation with nature's teachings. The work in the grammar school while of a similar character was more scientific in nature. An outline of the work was placed in the hands of each teacher with the understanding that her own individuality was not to be interfered with: rather that the outline for study be simply a guide as to the nature of the instruction.
MANUAL TRAINING.
Up to the present time it was the province of the school to confine itself wholly to intellectual development. leaving the praetieal training for the work of life for the home. But the present needs of American society have changed. The inclina- tion of our population to collect in large centers must have an important influence upon the nature of instruction to be given in school. The crowded centers afford advantages in some ways for education, yet there are defieiences. The necessity for work which existed in the country homes. is wanting largely in the lives of the children of the present day and now the opportunity for a practical education is denied most of them. Formerly they were employed in the little shops and helped about the farm, thereby obtaining an education' that was a substantial foundation for study and mental growth. His labor in the field, his care of cattle, the swinging of his axe. or his work in the little shop taught him to use the mind and his hands with correct judgment and with a determination to complete whatever was undertaken.
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. Such a training gave to the young man a better chance for success than his city cousin, either in a professional, mercantile, or mechanical pursuit. If the boys and girls of to-day lack in anything, I am inclined to believe that it is in the practical side of life. The condition in country towns is changed; the little shops are gone, no farm work to do, the " chores " are few, the necessity for ingenuity and patient effort in planning and con- structing their own playthings, a means of mental education, is often wanting in the lives of the children of the present day, while distracting influences test and strain the will power and self control. It may not be the province of the school to con- sider fully such conditions and yet the school system of the future must deal with such questions. Emerson says, " that one of man's greatest defects is the lack of power to take the step between thinking and acting." Whatever will reduce this step to its narrowest limit will be gladly received into the future system of education. If we are to consider the subject in con- nection with our school work, it would be wise to appoint a sub-committee on manual training, that the subject may receive the consideration it deserves.
DRAWING AND MUSIC.
The law which requires drawing to be taught in the public schools is a good one, for if the subject is wisely taught, it has great educational advantages. The danger is in simply making the subject an ornamental branch rather than one practical and useful. Improvements in methods of teaching drawing have been made during the past few years. Our work in drawing has been done mostly in connection with the study of nature work in the primary grades, and in the grammar grades geometrical
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drawing was introduced with excellent results. . The work in drawing is far from satisfactory. I would therefore ask your earnest co-operation in the consideration of the question, so that a more definite course of study in drawing can be introduced into the school work.
Below will be found a report from Mr. Misener, who has charge of the music in our schools. The subject is an important part in our school work; for which reason I would commend Mr. Misener's report to you for careful consideration.
To the School Committee and the Supt. of Schools of Norwood: -
The brief report on the subject of musical instruction in the schools of Norwood, which the Superintendent kindly incor- porated in his report last year, was largely devoted to an outline of the results to be accomplished in the department of musical study, with some brief mention of the methods by which these results were to be obtained.
Up to the present time this has seemed all that was neces- sary, but the work has now reached a stage of development in all grades which leads me to feel that there should be a more perfect understanding on the part of the parents as to the aims and purposes of the teachers and myself regarding some of the departments of the work, to the end that they may co-operate with us in our endeavor to attain the highest standard of excel- lence.
I trust that it is not now necessary for me to say that music as taught in your schools is something more than a matter of recreation for the pupil. You have doubtless become aware of the fact that your children are learning to read music as they read language, and their interest in the study is no more directly maintained by means of the quickening of their emotions through the character of the music studied, than by the appeal to their
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intellects, through their constantly increasing consciousness of power to grasp the subject and meaning of a new musical com- position.
It may be remembered that in my report last year I stated that a three-fold attainment on the part of the pupils should be the natural result of the methods employed, viz: the ability to read music at sight, the development of the voice, and the capa- bility to sing with expression.
So long as the mental faculties are fully employed in solving the problems relative to the pitch and length of sounds, com- paratively little can be done in the development of voice and expression. While the recognition of this fact has been the basis of the methods of musical instruction, the ability which has been gained to read music at sight (especially in the High and Grammar schools) makes it possible to devote much more time to the cultivation of the voice than has before been advis- able. It is to this department of the work that I wish to call your special attention.
The systematic work in voice cultivation, which has been made a special feature of the work, is naturally bearing fruit worthy of mention. I refer to the production and development of exceptional voices. There is no grade without its quota of such voices; voices which make themselves felt in a manner which speaks volumes for their future welfare.
The possession of a fine voice during childhood and youth, without a knowledge of the laws which govern its preservation may become the source of physical injury, while on the other hand, under proper management, it may be the means of pro- ducing a better state of health and much happiness.
Children who are just awakening to a knowledge of the fact that they possess voices of exceptional ease and sweetness are constantly tempted to use them indiscreetly, and it seems absolutely necessary for teachers and parents to throw around
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them a restraining influence, if the flexibility and musical mality of their voices is to be preserved.
The chief danger lies in the fact that few realize the deli- cate and complicated nature of the child's vocal mechanism, consequently they are frequently called upon-either in the home, church or Sabbath school -to sing too much, or what is still worse, they are urged to sing too loudly. Children's voices are small and they cannot produce large tones without positive injury. Let this fact be borne in mind by those who in any way supervise the singing of children. Work always for quality and quantity will take care of itself.
If the voice is used always for the production of sweet tones it will surely grow with the child's growth, and when your children shall have grown to maturity, many of them will possess voices which will enable them to give expression to musical ideas of the highest character.
The progress in the music work has been much more rapid during the past year than at any time heretofore, which fact is due to the greater familiarity of the teacher with the educational methods employed and to their increase of musical knowledge gained through the process of teaching.
If the present rate of progress is maintained another year it will be possible to give something of an outline of the work as carried on in the schools and the difficulties overcome at each stage of the work, as by that time, the course will be practically established, i. e., each book will be in its proper grade. As an illustration of the efficiency of the regular staff of teachers it might not be amiss to state that the fifth grade is now regularly doing the work that was formerly considered seventh grade work; this is certainly very much to the credit of the whole staff, as it would be impossible unless uniform work was maintained in all grades.
M. W. MISENER.
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TEACHERS.
The following changes have taken place in our corps of teachers : - At the opening of the January term Miss Lizzie Tucker's school was transferred from the Everett to the Guild school ; a new school was established in the Guild building, and Miss Orra Guild was placed in charge, being transferred from the North school. The vacancy in the North school was filled by the appointment of Miss Julia Donovan. who formerly taught in Attleboro.
A new grade was established in the Everett building, and Miss A. M. Lucy was transferred from the Balch school and placed in charge, and Miss Ada Stetson of Weymouth was elected to succeed Miss Lucy in the Balch school.
In the spring Mrs. Lizzie Spear resigned, and her successor is Miss Alice Miles, a former teacher in Chelsea.
In the fall Miss Emily Gifford accepted a better position financially in Pawtucket, and Miss Lizzie Peabody of Gardner succeeded her. Because of sickness Miss Grace Ford of the Everett school was granted a leave of absence. and Miss Frances Brown is substituting for her.
Miss Mary A Hewins, who had charge of the lowest grade in the East school, was compelled to give up because of sickness in her family, and Miss A. M. Humphreys of Dedham succeeded.
The fourth grade of the Everett school was divided in Novem- ber, and a part moved to the Guild school in charge of Miss Julie Jones; the other part remaining in the Everett building was placed in charge of Miss Ruth Gould.
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TEACHERS' MEETINGS.
Meetings of the teachers have been held from time to time for the consideration of such questions as would arise in the school work. The regularity of attendance and the interest manifested in the meetings is in itself sufficient proof of the professional ambition found among our corps of teachers. That the teachers are alive to what is best in school work will be shown by consulting the papers printed below. They represent fairly two of the many excellent papers read at the teachers' meetings.
MORNING TALKS.
This subject pleasantly and fittingly opened the program of Friday's Convention. The speaker's voiee was not strong, and the voices of the street were, so that my impressions of the paper are not harmonious and entire, but are somewhat disjointed and fragmentary. All felt, I think, the womanliness of the essayist and the strong sympathy with and comprehension of the child nature, free from the "gush," if I may be allowed that expression, that sometimes mars an otherwise interesting paper. Miss Poulson's suggestions were set to an ideal key, and if carried out in the sweet spirit of the anthor and with like intui- tive insight into the possibilities and needs of the eareless yet responsive children before us, eannot fail of giving a finer tone to the spirit of the school room, and more than that, an effect for good must be made on the lives of the children themselves. We who are older know the value of the friend whose loving sympathy and whose belief in our latent possibilities stimulate and bring to light many otherwise undeveloped qualities of mind and heart. It acts like the sunlight and the rain of spring upon
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a starved and struggling plant kept all winter in some dark, cold corner of the cellar. So the sympathy and tact of a true teacher acting upon the impressionable minds of the children under her daily influence and care, call into light and action all the goodness and mental force of which their little minds and hearts are capa- ble. It is a question with me whether a regular morning talk, with these high aims and purposes in view even, may not, in the hands of most of us, degenerate into a set, perfunctory exercise, perilously near the didactic, against which we were warned when attempting the "awakening of the higher moral nature," and wearisome in the extreme to the helpless victims of our worthy yet mistaken efforts. Is not our influence greater when it is unconsciously felt in the sunny, cheerful atmosphere we create in the school room, in the self control that suppresscs the sarcastic comment at John's stupidity and Mary's laziness, in the justice and fairness of our treatment of even the most unattractive of our charges, in the reverent spirit with which we lead their childish thoughts "through nature up to nature's God," in the lessons on the stone, the bee, the flower, in our science work day by day? In the patience we show to their weak, crude efforts after "light and sweetness?" In the spirit of love and of faith in which we do our important although under-rated and lightly appreciated work? Is not the love of country effectually taught in the daily salute to the flag and the pledge of loyalty to the land that flag symbolizes? Do not lessons of honor, of truth, of courage, of duty, of beauty, of ambition and of energy, touch the imaginations and hearts of the children as they read and sing and hear of those whose lives stand for these high things? I do not write these words in any spirit of criticism of an admirable essay which met the approval of every one who had the pleasure of listening to it, and neither do I think that in the hands of a skilful teacher such a talk as Miss Poulson suggests, in any grade school will not do all the good that the speaker and those who followed her in the discussion claim for this added method of reaching the child heart and brain.
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TECHNICAL GRAMMAR.
The idea which I have in mind most distinctly in regard to the paper which I am to review, is the earnestness with which the speaker recommended the study of technical grammer. I think that it has its place, but not quite so large a place as is given it by some people. The main object of the teacher in this and kindred branches should be the correct use of the Eng- lish language, and it seems to me that this can be best attained by a thorough training in so-called language work, both oral and written, in the lower grammar grades. I think that the pupils will get all necessary knowledge of technical grammar in the two last years of the grammar school course.
It seems to me also that the relation of the different parts of a sentence is of more importance than the technical terms employed in naming them. Of course these terms must be used to some extent, but if some simpler form is better understood by the pupil and the meaning is the same, let us use the simpler form.
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