USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1904-1907 > Part 10
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SHATTUCK SCHOOL AND GROUNDS.
That the citizens of Norwood have the best interests of their schools at heart is evident by the erection of the new eight room building on Fulton Street. It's external appearance reveals at once the fact that it was built not only to satisfy the present conditions but to provide suitable quarters for future generations of pupils. The whole exterior is dignified and well balanced. Its interior is artistic and convenient. The rooms are large and well ventilated. The corridors, stairways and entrances are of sufficient size to assist the teachers in promoting discipline and care for the safety of the pupils. The cloak rooms add much to the convenience of the building. The basements are large and roomy, affording an abundant opportunity for play during recess and other times of relaxation.
This building, situated as it is upon one of the higher
15
elevations of land in eastern Massachusetts, commanding as it does a view of Blue Hill and the beautiful valleys surrounding it, is surely an object of pride to every pupil who attends it.
While it is true that the general location of this building is correct and the building has been artistically designed, it is also true that little has been done toward improving its immedi- ate surroundings. The land in front could easily be graded and seeded so that when one approached the building from Fulton Street the contrast between the color of the walls of the building and the grass which surrounded it would have an artistic effect. It would also be possible for the teachers in connection with their work to plan and arrange school gardens in the rear of the building and in this way give their children instructions in nature and growth of plants. While this would incur some expense it would seem to me that no money could be put to better use. I trust that the committee and citizens will soon provide for the careful laying out of the whole area surrounding this building.
MUSIC.
Owing to the fact music is usually regarded as purely aesthetic and emotional it's educational value is often under- estimated. Reading music gives training in quick perception just as truly as an exercise in mental Arithmetic; writing music often requires as much care and accuracy as does the solving of a problem in partial payments, while the skilful rendition of a difficult passage in time and tune, requires the undivided attention of the class as well as implicit obedience to the will of the conductor. In view of these facts music is now regarded not merely as a valuable addition to the culture studies but is thought to have decided advantages as a disciplinary study. Our supervisor had this in mind when he spoke of the part music has in the building of the child's character. The individual work which he mentions in connection with the lower
16
grades is especially useful. It is here that confidence to express thoughts is one of the aims of the regular work. If the pupils learn to express their musical ideas individually before the class it will not be long before they will become more self-reliant in a regular recitation. On behalf of both the special and regular teachers I would invite all parents to come to the schools and listen to the work in music.
REPORT OF SUPERVISOR OF MUSIC.
To the Superintendent of Schools : 1
The growth and steady progress of the pupils in music in all the grades of our public schools during the past year, has been noticeable and encouraging to the supervisor.
The value of good musical study in the class-room is not limited to the singing of a few songs or studies. Music certain- ly performs its part in the building of the child's character. The strongest discipline is necessary to a well rendered lesson. Obedience must be given, decisions quickly made in solving time problems. 1
Considerable attention has been given to the tone and inter- val work, whereby harsh and disagreeable singing is eliminated.
Individual singing in the lower grades develops confidence and recitations are given with interest. The High School is doing some ,excellent chorus work. The teachers without exception have given their best efforts and it is a pleasure to speak of their unanimity of purpose.
I sincerely appreciate the support of the School Board and Superintendent of schools in the music department.
Respectfully submitted, B. HAROLD HAMBLIN.
DRAWING.
Drawing is now recognized as one of the essentials in
. 17
elementary education. In our own state systematic work in this subject is required by statute. Like sewing and other forms of manual training, drawing calls into action the motor nerves and muscles of the body. The mind conceives the idea or receives the impression of the external object, the brain sends out it's message to the arm and hand which in turn respond doing their best to reproduce the exact mental image. In the lower grades the chief aim is to cultivate this muscular control of the arm and hand so that they will readily yield to the dictates of the will. In connection with this, there must be much work in careful observation which may be correlated with the regular work in reading and writing. In the free hand drawing the pupil is strengthened in habits of accurate observation and taught to represent objects as they appear. In mechanical draw- ing a greater degree of technical excellence is sought. The pupil is taught to make working drawings of cube, cylinder, etc. and the principles learned in this work are afterward applied in representing objects in varying positions. The study of master-pieces and noted artists accompanies the work in all the grades. As a result of this training our pupils are better prepared to enter higher institutions, normal schools, and tech- nical schools, are better qualified for work in the manual arts and above all have a keener appreciation of the beautiful in sculpture and painting. The supervisor in her report has given you an idea of the way in which these results are being brought about and by her last statement shows what a vital relation this subject has to the regular studies.
REPORT OF THE SUPERVISOR OF DRAWING.
To the Superintendent of Schools :
Good progress was made in the work last year as was shown in June when each room held an exhibition of its draw- ing.
The artistic way in which the drawings were mounted
18
-
and hung revealed the interest shown in the subject by the teachers.
During the spring much advancement was made in color work, which was not followed up this fall owing to the desire to have the pencil the predominant medium.
In April an address was given to the mothers on "Draw- ing in the Public Schools." To illustrate the talk, papers from all grades were hung, but the larger proportion came from the High School where the work was of a high standard last year. This fall, time was taken from the High to devote to the Shattuck School, leaving but two classes in the High School. There is a large mechanical drawing class, but the free hand class is small and although interested and composed of willing workers, is not capable of doing advanced work.
Much attention is being paid to mechanical drawing and construction work in the grammar grades.
President Eliot recently made the remark, "Any kind of manual training is worth more than nine-tenths of all the work in the public schools that comes under the head of arithmetic."
The correlation of other studies with drawing is being urged. Booklets on historic and English subjects, well illustrat- ed with drawings or clippings, are being made with covers appropriately designed and lettered.
Respectfully yours,
ALICE T. BOARDMAN.
SEWING.
The teacher of sewing has spoken of the practical results obtained in her classes in the fifth and sixth grades. In con- nection with her report it might be well to remember that this work which is a form of manual training should not be regarded solely from the standpoint of utility. The boy or girl who learns to perform any labor skillfully receives quite as much mental discipline as the one who learns only the common
19
branches in the courses of study. It is true that this age is one of commerce and manufacture rather than one of agriculture and that the economic side of life is the prominent characteristic of our people. It is also true that mere ability to earn a liveli- hood, is not the only advantage to be derived from the so called utility studies, as sewing, cooking, drawing, in fact any of the manual arts. In former times, boys and girls learned to use body and mind in unison whether on the farm or in the house. The boy who was "hauling" wood with a broken sled put all his wits to work to mend that sled in order to complete his task. The girl when a child learned to piece bed quilts by sewing over and over. We, of the nineteenth century, surely realize that the training the boy or girl of former times received, while purely incidental, wonderfully increased his or her ability to accomplish results as men and women.
MANUAL TRAINING.
In our time we find that there is little of this incidental training, or home work or "chores" for the boys or girls to perform. For that reason it is easy to appreciate the move- ment which tends to introduce manual training as a part of school work. My predecessor in his report for the years 1902- 1903 has urged that manual training be made a part of the regular work of the schools. It would seem to me unwise, at the present time, to advocate any large expenditure of money in this direction. You have already provided sewing for the girls of the fifth and sixth grades. The boys of these grades meanwhile must remain idle in their seats, or " kill time " by doing something provided by the regular teacher. At best this is but a poor substitute for real work and the boys will soon lose interest. In order to obviate this difficulty I would suggest that some form of manual training as cardboard work and whittling, be introduced for the boys of the fifth and sixth grades.
1
20
REPORT OF SEWING TEACHER.
To the Superintendent of Schools :
With few slight changes the work in sewing has been con- tinued according to the outline given in my last report, and the result thus far has proven most satisfactory.
In each grade much progress has been made. The inter- est of the girls in sewing is very gratifying and the hearty co- operation in many cases of the mothers, expressing as they have through their children, their appreciation of this branch of the school work, has been extremely helpful.
The work has been so planned as to give, as far as possible in the time allowed each class, a substantial knowledge of the art of sewing, enabling them to put the knowledge thus obtain- ed to a practical use in the home. When the different articles are completed, they are ready for immediate use. This has worked well and I much prefer it to that of making models only, a method used in some schools, and I have found that it has added much interest to the work in my classes.
MARY A. MCCLEARN.
HIGH SCHOOL.
The steady growth in our High School for the past five years is due, in part, to the increase in the total enrolment for all the schools, to the local industries and, in part, to the spirit of the times. Never before has there been such a demand by employers for young men and women who have had at least high school training. The Normal Schools of this com- monwealth no longer admit pupils unless they present a high school diploma.
From the statistics of high schools throughout the state we learn that the majority of the boys and girls who graduate enter at once into business pursuits. In view of these facts high schools are no longer regarded as "fitting" schools, but
21
are the "people's college" where boys and girls are trained for every day experience in actual life. With this change in thought has come the introduction of commercial branches and manual training. This makes it necessary that the courses in these subjects include also some of the less practical and possibly more purely disciplinary studies such as mathematics, language, history, etc. With this in mind, in conjunction with the principal, I recommended before the opening of the fall term that our commercial course be lengthened one year. I hear only favorable reports of this arrangement and feel that while the course may need to be revised before another year, it surely tends to give the boys and girls who elect it a broader view of life than would be possible in a three year course.
The suggestion of the principal of the High School regard- ing the granting of a diploma is worthy of thoughtful consider- ation. In every high school there are boys and girls who need more than four years to complete their work. There are others who might, under proper guidance, cover the entire conrse in three years. By the arrangement spoken of by the principal, both of these classes of pupils would be accommodated. If a girl found that all the work in any one year was too much for her, she could omit one study for that year. By this means she would not be overtaxed physically and perhaps would be able to do better work in the remaining branches. This could be done for the entire four years, at the end of which time the pupil would be obliged to take a fifth year in order to receive a diploma. Were such a plan to be adopted it would be neces- sary to consider study values and designate very clearly the number of points given to each study.
While the present course of study has served well for a working basis this year it is by no means ideal. The subject of History does not yet receive its proper consideration. The number of periods required in the freshman year might be increased. If we consider study values it would be possible to reduce the periods in some studies and introduce others,
22
making the course more complete. A pupil in either the scien- tific or classical courses must take some subject not laid down in the regular course to meet the full requirements of a college examination. Knowing that these defects exist it will be pos- sible, before the opening of another school year, to recommend such changes as will raise the standard of the school materially. This will necessitate rather more work on the part of all the teachers and will make it necessary for the teacher of English to devote her full time to the work in the High School.
REPORT OF PRINCIPAL OF HIGH SCHOOL.
To the Superintendent of Schools :
I take pleasure in submitting my fifth annual report.
The High School opened this year with an attendance of one hundred sixty-five, an increase of thirty-one over last year's enrolment. At the opening of the winter term there are one hun- dred and sixty in attendance. Of these about thirty will be graduated in June. The entering class numbered seventy-one. These elected their courses as follows : classical course, four- teen; scientific course, twenty-one; general course, twelve ; commercial course, twenty-four.
The increase in the length of the commercial course to four years does not seem to have had the effect of reducing the number of pupils entering, though it may have caused a larger number to take the general course. The course as now arrang- ed gives opportunity for a broader education, while it also in- creases the possibilities of giving the special training that is necessary in a course of this kind. The more general character of the work of the first year enables the teachers to become acquainted with the ability and peculiarities of the pupils and thus correct, before it is too late, any mistakes that have been made in the election of work.
The number of courses in the school gives an opportunity
23
for those who enter to take the line of work that is most con- genial to them. A pupil, however, often finds by the end of his first year that he has selected work for which he is not fitted. The introduction of a fuller elective system after the first year would tend to lessen the number of mistakes of this kind. The course as laid out now gives a pupil, on entrance, his choice of the following : Latin, Algebra, Arithmetic, and Correspondence. If this principle were applied to the last years it would bring the choice of some studies at a time when the pupil is better able to tell just what he needs, and when the teachers understand better for what studies he is fitted. If this were done a diploma could be granted for a certain number of points gained by the pupil, each point standing for a definite number of recitation hours. A pupil would thus be allowed to take more or less studies according to his ability.
Respectfully submitted,
N. A. CUTLER.
For the many kindnesses shown me by the Committee, for their interest in the work, for the hearty co-operation of the teachers and for the cordial welcome of the citizens, I am duly grateful.
Respectfully submitted,
ROBERT J. FULLER, Supt. of Schools. Norwood, Mass. Feb. 1, 1904.
-
APPENDIX.
REPORT OF TRUANT OFFICER.
To the Superintendent of Schools :
I herewith submit my fourth annual report as truant officer.
I have reported at the office of the Superintendent each day throughout the year, and as heretofore have promptly investi- gated all cases of absence which have been referred to me.
In proportion to the number of pupils according to the cen- sus I find that the attendance from my standpoint has been better this year than in previous years. This is due in part to the card system for excuses, and in part to the willingness of parents to comply with my request of last year. There seems to me to be many parents who are still very careless in regard to the regu- lar attendance of their children.
In order that there may be no misunderstanding as to the exact import of the statute I again quote the revised laws :
" Any person having under his or her control a child be- tween seven and fourteen years of age, who fails for five day ses- sions or ten half-day sessions within any period of six months while under such control, to cause such child to attend school as required by Section XII of the Acts, the physical or mental con- dition of such child not being such as to render his attendance at school harmful or impracticable, upon complaint by a truant officer and a conviction thereof, shall forfeit and pay a fine of not more than twenty dollars. Any person who induces or at- tempts to induce any child to absent himself unlawfully from school or employs or harbors, while school is in session, any child absent unlawfully from school shall forfeit and pay a fine of not more than fifty dollars."
27
28
Whole number of cases investigated,
202
Number found to be truants, 20
Cases where parents were in fault, 61
Kept at home for lack of suitable clothing, 20
Kept at home because of sickness,
93
Kept at home for other satisfactory reasons,
15
Cases prosecuted,
I
Cases placed on probation,
I
M. D. CREED, Truant Officer.
In addition to my work as truant officer I have taken the school census, making a house to house canvas as required by law. So far as possible in accordance with your request I have ascertained the exact physical condition of each pupil. The cards used for the purpose of taking this census are on file at the Superintendent's office.
Number of children in town between the ages of 5 and 15, 1373 Number of boys between the ages of 7 and 14, 48 1
Number of girls between the ages of 7 and 14, 477
Respectfully submitted, MICHAEL D. CREED, Census Enumerator.
1
29
SUMMARY STATISTICS FOR THE YEAR ENDING JANUARY 1903.
1903.
Population of Norwood, estimated,
6000
Number of school buildings occupied,
7
Number of teachers required,
38
Number of children between the ages of 5 and 15 as per school census, 1373
Number of boys between the ages of 5 and 15, as per school census, 692
Number of girls between the ages of 5 and 15, as per school census, 681
Number of boys between the ages of 7 and 14, as per school census,
4SI
Number of girls between the ages of 7 and 14, as per school census,
477
Number of pupils enrolled in school registers,
13SI
Average membership,
1,206,96
Average attendance,
1,167,67
Per cent. of attendance,
93.47
Number of pupils in Grade I, January I,
206
229
186
165
172
196
66
66
66
V,
142
150
66
66
66
66
VI,
66
66
119
131
66
66
86
S4
VIII,
66
*94
96
66
66
66
IX,
6:
91
75
66
66
66
High School,
I33
165
Total,
1381
1443
66
II,
66
66
III,
IV,
66
152
152
66 66
1903.
1904.
VII,
66
* Pupils selected from Seventh Grade who are doing three years' work in two years, are classed as members of the Eighth Grade.
30
Enrolled during calendar year 1899,
II22
"
1900,
1233
66
190I,
1306
66
66 1902,
1381
66
66
66
1903,
1443
.
LIST OF TEACHERS FOR THE CALENDAR YEAR 1903.
SCHOOL.
TEACHER.
GRADE.
WHERE EDUCATED.
SALARY.
High
N. A. Cutler, Principal
Greek and Math.
Amherst College
$1,500
Glenn W. Hunt
Commerc'l Branc's
Little Falls Academy
1,000
Ella A. Newhall
French and German
Boston University
700
Elzura A. Chandler
Sciences
Bridgewater Normal
700
Theodora M. Hastings
Latin and History
Wellesley College
650
I. Maude Warren
English,
Brown University
550
Lottie M. Draper
Stenography
Somerville High School
550
*Nina M. Doanan
IX
Thayer Academy
700
Julia R. O'Brien
IX
Boston Normal
550
Estelle Gilmore
A
Framingham Normal
500
*Gertrude Wilcox
Willa H. Ferguson
VIII
Gorham (Me.) Normal
500
* Alice M. Watts
* Adelaide F. Perkins
Edith G. Watts
VII,
Farmington (Me.) Nor'l
500
S. Louise Rhodes
VII,
Dedham High School
600
Guild
Katharine L. Carbee, Prin.
VI,
N. H. State Normal
700
* Beatrice L. Grover, Asst.
Bridgewater Normal
312
*Helen S. Carleton, Asst. Julia A. Danahy
VI,
Bridgewater Normal
450
Una Esther Howes
VI,
Castine (Me.) Normal
475
31
Everett
Mary Stuart Fellows, Prin.
LIST OF TEACHERS FOR THE CALENDAR YEAR 1903. - CONTINUED.
SCHOOL.
TEACHER.
GRADE.
WHERE EDUCATED.
SALARY.
Guild
Ursula B. Hanna
V
Gorham (Me.) Normal Worcester Normal
$500
Grace L. Newton
V
500
*Bertha M. Willard
V
Clara E. Breitling
IV
Wheelock Training Sc'l
5.00
*Grace M. Bothell
Amy W. Bigelow
IV
Boston, University
400
M. Agnes Murphy
III
Bridgewater Normal
400
*Charlotte Mitchell
A. Marie Neis
III
Framingham Normal
475
Estelle Mahoney
II
Framingham Normal
450
E. Louise Ward
I
Boston Normal
500
Lillian G. Duncan
I
Monson Academy
500
Shattuck
Ruphelle Luce, Prin.
V
Farmington (Me.) Nor'l
600
Lizzie E. Hadley
IV
Templeton High School
550
Florence Hill
III
Dean Academy
500
Ellen Colbath
II
Framingham Normal
475
§Maude A. Woods
I and II
+Alma L. Arnold
Westfield Normal
450
Emma F. Niles
I
Wellesley College
400
East
Annie E. Fales
III and IV
Worcester Normal
525
*Eva M. Cotton
32
Lilla F. Bateman
.
LIST OF TEACHERS FOR THE CALENDAR YEAR 1903. - CONCLUDED.
SCHOOL.
TEACHER.
GRADE.
WHERE EDUCATED.
SALARY.
-
East
Martha B. Parker
I and II
Bridgewater Normal
$500
West
Emma A. Mansfield
II and III
Salem Normal
475
Elizabeth R. Bishop
I
Newton High School Bridgewater Normal
500
Balch
Minnie Harris Churchill
II and III
450
ĮLizzie E. Hadley A. Agnes Curtin
I
Bridgewater Normal
.
400
*Grace F. Mulcahy
Music
B. Harold Hamblin
500
Drawing Sewing
Alice T. Boardman
400
33
Mary A. McClearn
200
* Resigned.
İ Transferred.
+ Substitute.
¿ Leave of absence.
34 ATTENDANCE BY SCHOOLS. 1
School.
Grade.
Number Enrolled.
Average Membership.
Average Attendance.
Per cent. Attendance.
High School
High
I33
121.2
116.5
96.1
IX
48
43.3
41.8
96.5
Everett School
IX
43
46
38
95.8
66
66
A
47
42.9
40.I
95.2
66
VII
44
41.9
36.84
92.49
66
60
VI
44
37.9
36
95
66
VII
43
41
37.8
92.2
Guild
VI
39
37.33
36.44
94.91
VI
35
31.3
28.8
91.5
V
47
45.8
43
94.8
66
V
48
46
42
92.II
66
66
V
47
45.07
42.35
93.52
50
49.3
46.13
93.14
66
IV
50
47.3
44.20
93.35
66
III
49
44.61
40.79
91.8
66
66
III
4643.4
41.6
93.1
66
II
49
44.2
40.9
92.9
66
66
II
45
43.3
40.4
92.
SI
71.58
68.57
94.44
North
66
II & III
48
45
44
92
54
47
42
87
East
III & IV
36
34.7
32.9
95.5
66
I
46
45.4
42
93
West
III & IV
44
41.3
39.5
95.8
I & II
51
46.2
38.8
94.4
Balch
66
III & IV
32
27.35
24.78
90.37
66
66
I & II
47
39.72
36.98
93.13
Total.
1381
I 106.96
1167.67
93.47
VIII
49
47
43.1
93.8
IV
66
I
I
35 AUTHORIZED TEXT-BOOKS.
READERS :
Baldwin, Cyr, Hawthorne, Progressive, Stepping Stones to Literature.
SPELLERS :
Morse, Penniman, Quincy Word List.
HISTORY :
Eggleston, McMaster, Scudder, Thomas.
ENGLISH HISTORY : Coman & Kendall.
LANGUAGE : Hyde, Metcalf, Southworth.
GEOGRAPHY :
Tarr and McMurray.
ARITHMETIC : Atwood, Franklin, Milne.
ALGEBRA : Atwood.
MUSIC :
Normal.
PENMANSHIP :
Natural.
PHYSIOLOGY : Blaisdell, Brandt, Stowell.
LATIN :
Tuell & Fowler.
BOOKKEEPING :
Sadler-Rowe.
36
HIGH SCHOOL.
LATIN :
Grammar, Allen and Greenough, Harkness.
Virgil, Greenough, and Kittredge.
Second Year Latin, Greenough.
Ovid, Gleason.
Cicero and D'Ooge.
Nepos, Barss.
Sallust, Scudder.
First Latin Book, Tuell & Fowler.
Latin Composition, Daniell, Dodge and Tuttle.
GREEK :
Grammar, Goodwin. Homer's Iliad, Seymour. Anabasis, Goodwin. First Greek Book, White. Greek Prose, Pearson.
HISTORY :
General History, Sheldon. Rome, Leighton. Greece, Botsford.
England, Coman and Kendall.
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