USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1895-1899 > Part 37
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No course is or can be above criticism. Progress means change. What is satisfactory to-day may not be to-morrow, for the reason that the demands of to-morrow may be different from those of to-day. This seems to be our case now. The requirements that were considered satisfactory some years ago need readjusting, because the system has extended, the schools have grown in numbers and strength, the gradation is closer and more effective, and let us hope the methods of instruction are better adapted to the young mind, and there- fore we can and should do more and better work.
To H. ALLEN HALSTEAD,
Superintendent of Schools : -
Music as taught in your schools has, primarily, three objects ; namely, the development of the voice, the ability to read music at sight, and the strengthening and broadening of the child's mental capacities through the class management, which demands to the fullest extent individual effort.
It is not necessary in this brief article to call your atten- tion to the æsthetic side of the subject, in the development of the mental, moral, and artistic side of the child nature through the singing of good music, but it is considered by educators to be a necessary portion of the school curriculum, where the aim is a symmetrical development.
It gives me pleasure to testify to the excellent work now being carried on by your regular teachers. At no time during my tenure of office has the work progressed so rapidly and satisfactorily as during the present school year. Their hearty co-operation and skilful work has made my task easy and en- joyable.
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Never before have the three upper grammar grades given evidence of so much intelligence in their work, both in execu- tive ability and quality of voice.
We have this year pushed our theory work down two or three grades lower than formerly, and the excellence of the written examinations has proved the wisdom of this policy.
In the High School this year we are unfortunate in hav- ing a very large percentage of young pupils whose voices are in a state of mutation, and while such pupils are capable of reading the music readily they are unable to sing. The effect of this state of affairs is that the volume is not in proportion to the size of the class. Those pupils who can sing manifest an ability to read and execute difficult music which is emi- nently satisfactory.
Thanking you for your hearty support, the teachers for their uniform loyalty and courtesy, the Committee for their generosity in furnishing supplies, and the parents for their manifest appreciation of the work, I am
Very sincerely yours,
M. W. MISENER.
To H. A. HALSTEAD,
Superintendent of Schools : -
I wish first to thank the teachers for their earnest work, without which our drawing would, be of very little value ; the children, for their willingness to do and interest in the work, making it a pleasure to teach them; the Committee and Superintendent, for supplying us with materials - stepping stones to a broader education.
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The following is the most comprehensive outline used in the work this year : -
1. Structure :
Elements of form, Type solids, Geometric figures.
Elements of beauty.
Structural design.
2. Enrichment :
Color.
Elements of ornament.
( Decorative treatment,
Decorative design, Conventional treatment.
3. Appearance :
Perspective.
Pictorial drawing, 5 Single objects,
Groups.
Pictures.
September and October found us busy with the second division of the subject, "Enrichment," as nature supplies us in such a generous way with materials. November, Decem- ber, and January found us busy studying the " Appearance of Objects "; February and March, "Structure." April, May, and June will find us going once more to nature for " Color and Design."
A new feature of the work has been introduced -that of " Picture Study." In each grade three pictures have been selected from celebrated artists for the purpose of teaching composition, giving the child a love for good pictures, and teaching something of the artist's life. The method of study- ing a picture is as follows : -
Pupils tell the story that they find in the picture.
Teacher helps them to find the story the artist tells.
Artist's name and something of his life and work.
A written description of the picture, and short account of artist's life.
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Collected pictures telling a story.
The pupils have taken much interest in contesting for the different designs used in the decoration of our school report. This illustrates some of the practical lessons of the drawing course.
The pupils have taken much more interest this year in the High School work, but we feel a great need of a room especially fitted for the work; also more time to give to it. When we consider that each class has only one period of forty- five minutes each week, the amount of work which can be accomplished is very small beside what we wish to do. Not much advancement can be made until we have more materials to use and a better place to use them in.
The High School should do as well for its pupils as any Normal School in the subject of drawing, if we could have a good studio and more time. Cannot something be done for us ?
Respectfully submitted,
ANNIE A. ROBINSON.
About a year ago instruction in plain sewing was intro- duced into the fourth and fifth grades of the schools. This was done after some consideration and knowledge of the work in other cities and towns of our state. Miss Mary A. McClearn, of Dedham, a lady with special qualifications for the position, was chosen teacher. The success of the movement thus far is due not only to her very efficient work, but also to the hearty co-operation of the teachers of the fourth and fifth grades. These teachers have welcomed this addition to the course. The pupils are enthusiastic, and there is no more attractive sight in our schoolrooms than the classes engaged in this work. Every girl passing through our grammar school will thus have two years' instruction in sewing - a matter it seems to me of much importance.
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In my last report I recommended that one more grade be added to our grammar schools, thus making nine grades instead of eight below the High School. I am glad you have taken action in the matter. This permits a better fit for the High, giving time for practical thoroughness and enlargement in our work. Also it affords a grammar school course more com- plete in itself, a matter of great importance when we consider that a large number must of necessity finish their school course here. This gives great significance to the grammar school course.
In closing this report I want to thank the teachers for their loyal and continued efforts with me in furtherance of the best interests of the schools. No great work can be done but by the hearty union and co-operation of those engaged in it.
The School Committee, in caring for this most impor- tant department of the town, has been vigilant and active in performance of duty. The members are united, and have the confident support of the people.
To the School Committee and to the citizens of the town I express my sincere appreciation for continued confidence and support.
Respectfully submitted,
H. ALLEN HALSTEAD,
Superintendent of Schools.
REPORT OF THE HIGH SCHOOL.
To the School Committee : -
The total enrollment of the High School for the year ending last June was . one hundred and seventeen ; the per cent. of attendance, 96.7. Forty-three pupils did not miss a single session for at least one term ; of this number, twenty-one were not absent for two terms, and ten did not miss a session for the year.
For the first time for four years the High School does not show a decided increase in numbers. Fifteen were grad- uated last June and only twenty-six entered in the fall. Our present enrollment is ninety-eight. The opportunity of pleasant, remunerative work afforded by the press and binderies attracted many who would otherwise have entered the High School, as well as some who have spent one or more years in the High School.
Two facts with reference to the entering class may be of interest. One is that the average age of the class is fourteen years, four months, which is eight months less than the average age of the class which entered three years ago. Did the older members of the class go to work, or are they grad- uating from our grammar school at an earlier age ?
The otlier fact is that all but two of the class chose the courses requiring Latin. Usually classes are about equally divided between English and Latin courses. This speaks well for the scholarly ambition of the class. A bright, earnest pupil can hardly make a mistake in electing Latin. It is well nigh
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indispensable to one going to college, and affords valuable knowledge and training for any pupil. Prominent teachers of English in colleges and secondary schools have expressed the opinion that the best results in the teaching of English in high schools cannot be secured without the aid given by the study of some other language, and that Latin is especially suited to this end.
While the work of the High School is not primarily to fit pupils for college or technical schools, but rather to make the most of each individual, to fit him for citizenship, to make his life as full as possible of enjoyment and usefulness; yet our courses of study were arranged with a view to making the preparation for college or technical schools possible to every faithful, industrious pupil, and it is gratifying to know that so many do pass without break to college and teclinical schools. From the class last graduated five have entered college, one the Boston Normal School, and four others are studying with a view to advanced work next year.
It is highly desirable that, early in the course, pupils should decide what they are going to do when they leave the High School. Such a decision adds purpose and energy to their work, and enables the teachers to direct them more wisely.
The only change in our corps of teachers was caused by the resignation of Miss Patten, to accept a position at a higher salary in Medford. Miss Elzura A. Cliandler, who was elected to fill the vacancy, is a Normal graduate, who has had several years of successful experience in teaching.
At the beginning of the year arrangements were made so that Miss Robinson could give a full day to teaching drawing in the High School. Every member of the two lower classes and the English division of junior and senior classes take drawing. The boys take mechanical drawing and the girls free hand. The work in this department shows a gratifying improvement over that of last year.
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For the past two years a main feature of our commence- ment exercises has been an oration by a speaker from out of town. This is in accordance with a growing sentiment in other places, and has much to commend it. The old-fashioned commencement exercises seriously interfered with the regular work of the school, taking the time and strength of pupils, who needed every moment to prepare for college examina- tions and to finish the work of the year.
The High School and the community are indebted to the class of '97 for a beautiful picture of the Rialto in Venice. Handsomely framed, it hangs in a conspicuous place in the main room, another reminder of the kindly feeling which our graduates have for their alma mater.
Again, I would invite graduates, parents, and friends to inspect the work of the school, and confer with the teachers.
While we realize the ever unsatisfactory relation of things attempted and things attained in education, we believe that the scholarship of the school is improving, and honorable sen- timent is being fostered and strengthened.
To the Committee I express my appreciation of their confidence and co-operation.
Respectfully submitted,
A. C. RUSSELL,
Principal.
·
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" Labor Conquers All Things."
GRADUATING EXERCISES OF THE CLASS OF 1897 NORWOOD HIGH SCHOOL, VILLAGE HALL, TUESDAY EVENING, JUNE 22, AT 7.45 O'CLOCK.
PROGRAM.
Chorus. "Praise Ye the Father." Gounod
Prayer.
Trio. " Voice of the Western Wind." .J. Barnby
Address. " Massachusetts Schools."
HON. A. S. ROE.
Chorus. " Lullaby." From " Erminie"
Valedictory Essay. " Labor Conquers All Things."
JULIA ROSE O'BRIEN.
Chorus. " Away to the Fields." G. F. Wilson
Awarding the J. C. Lane Medals.
JUDGE J. C. LANE.
Presentation of Diplomas.
WINSLOW FAUNCE.
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CLOSING HYMN.
Audience please join in the singing. AIR, Auld Lang Syne.
Shall school acquaintance be forgot, And never brought to mind ? Shall school acquaintance be forgot, And days of auld lang syne ?
CHORUS :
For days of auld lang syne at school, For days of auld lang syne ; We'll have a thought of kindness yet For days of auld lang syne.
We oft have cheered cach other's task From morn to day's decline ; But memory's night shall never rest On days of auld lang syne.
CHORUS.
Then take the hand that now is warm, Within the hand of thine ; No distant day shall loosc thy grasp On days of auld lang syne.
CHORUS.
GRADUATES.
Classical Course.
AMIE WOODWORTII BIGELOW.
EVA BERTHOUD GAY.
LILLIAN ELIZA MORSE.
JAMES CORNELIUS MURPHY. JULIA ROSE O'BRIEN.
MARIA CATHARINE STONE.
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Scientific Course.
CATHERINE FRANCES COUGHLIN.
ELMER AUSTIN COWDREY.
JOHN PATRICK DONOVAN. WILLARD WINTHROP EVERETT.
DANA BENNETT JEFFERSON.
LUCIE AMELIA METCALF.
. EMMA GERTRUDE MURPIIY.
ALMEDA MARIE OLSON.
English Course.
EDGAR EUGENE HALL.
Special Student. GEORGE HENRY O'BRIEN.
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APPENDIX.
COURSE OF STUDIES
FOR THE
GRAMMAR AND PRIMARY SCHOOLS,
OF
NORWOOD, MASSACHUSETTS.
-
APPENDIX.
FIRST YEAR.
LANGUAGE.
Oral Work. - Oral exercises to develop the power of language by training to quick observation and to power of association.
Train to fluency'and habits of correct expression by teaclı- ing new words to increase tlie vocabulary and by constant cor- rection of the use of words in the vocabulary.
Teach the elements of the spoken word: the correct use of vowels, diphthongs, consonants, syllables, accent, and pro- nunciation.
Teach the use of the forms that, this, those, these ; is, are, was, were, has, have; the plurals of nouns; the possessives of singulars.
Teach the formation of simple sentences and of simple narratives; teach the pupil to describe; give oral dictation in memory work. The correct spelling of the words used should also be taught.
Written Work. - Teach the recognition of script and print letters ; the alphabet, with the long and the short sounds of the vowels, the hard and the soft sounds of consonants, and the use of diacritical marks, such as the macron and the breve.
Teach the more common abbreviations, such as Mr., Mrs., Dr., and St.
Train the pupil the latter part of the year to write and compose simple sentences and to copy simple sentences which he has composed.
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Teach the use of capitals at the beginning of the sentence, in proper names and with the pronoun I. Teach the use of period, question, exclamation, and apostrophe marks.
Suggestions. - Train the pupil to habits of observing his own language and the language of those about him,
Provide each pupil with ruled practice paper : paper is better for the eyes than slates, and it enables the teacher to preserve the work of pupils. Attention should be given to the quality of the pupil's tones and to any defects in his speech or hearing.
The teacher should cultivate pleasant conversational tones in himself, that he may add the power of example to that of precept. He should also be able to write well and to draw well upon the blackboard.
Materials and Occasions. - The materials for elementary language work may be found in things well known and inter- esting to children, such as they deal with in their homes, in the schoolroom or in their plays, or in such natural objects as plants, flowers, fruits, animals, and minerals ; and in the qual- ities of such objects, with their actions and uses. The occa- sions for such work are in familiar talks about these objects, in which the children are led to tell what they see and know, the teacher supplementing their work as their interest is kindled, but taking pains not to supersede their mental activity by lis own. Do not press far in matters of detail ; do just enough to tax the child's mind gently and briefly, and change the exercise before signs of waning interest and growing inability appear.
READING.
The vocabulary of the first year should consist of two or three hundred words taught from objects and read in simple sentences at sight. Spend twenty weeks, or one-half of the school year, in such work. Take from forty to fifty words during the first two months, and from fifty to eighty words during each of the following three months. For the remaining time read from books.
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Read from several sets of different readers, so that a selec- tion may not be read more than once. Let the lesson be fresh and new for every recitation.
The teacher should correct faulty reading by leading the pupil into a clear understanding of the sense, not by having him simply imitate an example.
Suggestions. - Have a few words in each lesson spelled by the sounds of their letters, for vocal training.
It is well to read the first half of several first readers before completing any.
A good supply of supplementary reading should be pro- vided.
The lessons with objects should encourage freedom of oral language.
Reading from the first should be correlated with other studies.
Individual faults should be carefully observed by the teacher, and by discreet and kindly methods eradicated.
0
SPELLING.
The first spelling exercises should consist of copying from tlie blackboard simple words used in the reading and language lessons. The names of the letters may be learned incidentally through oral spelling, which should be early introduced.
Words may be selected from other sources than the read- ing lessons ; that is, they may be words in common use in any of the school exercises in form, drawing, number, nature work, etc.
WRITING.
Instruction and training in penmanship should begin with the first weeks in school, and continue till every pupil can write with legibility and rapidity.
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The pupils should learn first by imitation to copy words and sentences written upon the blackboard for this purpose . by the teacher ; pencil only to be used during the first year.
Movement exercises should be begun early in the year and continued through the subsequent years. The aim should be to accustom the pupil to use his forearm rather than his fingers in writing. Attention must be given in these exercises to the position of the feet, which should be kept flat upon the floor.
In teaching penmanship do one thing at a time.
Accept no poor work, and allow no careless writing to be done.
ARITHMETIC.
Steps. - Teach by means of objects the numbers from 1 to 10.
Teach all the combinations in each number, both by their unions and by their separations.
Make easy problems, using these combinations, and ac- custom the pupils to make similar ones from their observations.
Teach to express the numbers by figures.
Teach the following : -
One-half of 2, 4, 6, 8, 10.
One-third of 3, 6, 9.
One-fourth of 4, 8.
Teach the Roman numerals to X.
Teach gill, pint, quart; inch, foot, yard ; week, month, year; dozen.
Teach to distinguish halves, thirds, fourths, and eighths. Combine halves, thirds, fourths, eighths.
Teach signs, +, -, x, ;, =.
Suggestions. - Teach each number and all the combina- tions involved in it before proceeding to the next higher number.
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Drill first with counters, then without; make use of the numbers in simple problems.
Aim first at accuracy, then at rapidity.
Train to make figures neatly.
DRAWING AND MUSIC.
As directed by special teachers.
NATURE STUDIES.
Conversational lessons on pets, domestic animals, birds about the school, common insects, snails, and other live an- imals, according to locality. To distinguish and name new animals, interesting facts, as shown in the homes, covering, and habits of the living animals.
Language. - At first oral ; read stories, to inculcate kind- ness, and have pupils reproduce.
Similar observation of plants in the schoolroom, about the schoolhouse and home, in the field and woods.
Collect and recognize such common minerals as are easily found, and describe their qualities, using such words as hard, soft, rough, smooth, sharp, faces, points, grains, leaves, shin- ing, bend, break.
SECOND YEAR.
LANGUAGE.
Oral Work .- Direct the pupil in the choice and use of words, as well for good ; shall for will with first person in ask- ing questions ; may for can; this kind for these kind ; this sort for these sort ; a long way for a long ways. Continue the work with the elementary sounds, syllables, and accent of words.
Teach the use of the singular and the plural forms of nouns and verbs, and the use of verbs with singular and plural subjects.
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Teach the use of personal pronouns with different forms of the verbs am and has.
Teach the past, present and future of sit, lie, go, do, see, break, speak, blow, bring, buy, come, catch, read, teach, throw.
Written Work .- Teach the simple abbreviations used in letter writing; also the use of capitals in headings and in lines of poetry, and the use of the comma, by copying.
Train pupils to write simple sentences from dictation.
Take pains to have the pupil spell correctly the words used.
Suggestions .- Review all the work of the previous year and give a drill on the weak points.
Train the pupil to see words quickly and accurately by his rapid reading of words in classified lists, also by his read- ing sentences sighted by opening a book at random, and im- mediately closing it.
Insist upon neatness and accuracy in all written work.
Stories may be told or read by the teacher and reproduced orally or in writing by the pupils.
READING.
Reading of the grade of first readers to be continued. Develop the meaning of new words objectively; teach the written form by the use of the blackboard and by spelling, as before described. Use the new words in original sentences. This is the best preparation for the reading exercise.
Let no pupil attempt to read a sentence orally till he has the full thought; this will be secured by his silent reading. This once secured, there will be no hesitating in oral reading.
After completing the first readers, introduce the first lessons of one or more easy second readers, the spelling of new words to be shown, as before described, upon the blackboard. Enthusiasm and energy should be shown by both pupil and teacher in every exercise.
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Continue the phonic drill for pure tones and distinct and forcible utterance and for the power it brings.
There should be a good and varied collection of books for supplementary reading.
SPELLING.
(See First Year's work.)
WRITING.
Pen and ink to be introduced during the second year. Use tracing books, Vertical Penmanship, No. 1.
(For further directions, see First Year.)
ARITHMETIC.
Steps .- Teach numbers to 30, all combinations in each to 20 by unions and separations, and by comparisons, with objects. 1 Add by twos, threes, fours and fives, and so on, to 20 or more.
Subtract by twos, threes, fours and fives, and soon, front 20 or more.
Problems involving small numbers with one operation, and to a limited extent with more than one, should be made by teacher and pupil, and done by the latter.
Teach to make diagrams to illustrate problems; the aritlı- metic can thus be correlated with drawing.
Practice single column additions, the sumn not to exceed 30; verify by subtracting.
Have tables made and recited by pupils, in addition, sub- traction, multiplication, and division, as far as numbers are taught.
Teach ordinals to twentieth and Roman numerals to XXX.
Teach the signs +, -, x, +, =, for convenience in blackboard and other written work, and have limited practice in their use.
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In teaching the numbers of this year show the analogy
between (1) <
(1)+ and and (2)
11
+ 1
12
10
and between (1)
7 3
20 17 3
Splints and wooden toothpicks are useful, as they can easily be made into bundles of ten.
Teach the fractional parts of the numbers by counters, as one-third, two-thirds, and three-thirds of twelve.
In the same manner teach halves, fourths, fifths, sixths, sevenths, eighths, ninths, and tenths of divisible numbers.
Teach the fractions, halves, fourths, eighths, thirds, sixths, ninths, fifths, tenths, sevenths, with changes and combinations, using discs and diagrams.
Always use an object for teaching fractions,- something which can be exactly divided.
GEOGRAPHY.
Elementary geography naturally divides itself into four parts ; namely, geographical objects, the earth as a whole, con- tinents, and nations.
Geographical objects are : hill, valley, spring, brook, river, lake, cape, peninsula, cloud, dew, snow, ice, winds, climate, soil, plants, animals, people, etc.
POSITION.
Direction. - Outdoor observation of the cardinal and semi-cardinal directions. Expression by placing objects, drawing radiating lines and arrows, lettering drawings, etc.
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FORMS OF WATER.
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