USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1888 > Part 9
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
159
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
be read. We have made a beginning, and hope by another year to see the results of the system. The subjects have been laid out in topics, and all the teachers furnished with hektograph copies. I wish to acknowledge the valuable assistance of the principals in planning this and all the other work we have done of this character.
SUPPLEMENTARY READING.
In my first visits to the schools, I found so many requests for supplementary reading for all grades, and so little system in its use, that I made a careful collection of all the material used in the schools, and other books that were suggested by teachers for special examination and arrangement. Several meetings of the principals were held, and we united upon a plan which was re- ferred to the Text-Book Committee, and, after careful examina- tion by them, reported to the Board at its meeting in June. The books not already in the list were added by unanimous vote.
The material was divided into three classes : I. Elementary science, including natural history, geography, elementary physics, etc. II. History and biography. III. Literature. The follow- ing books are included in the list :
SCIENCE DEPARTMENT.
Wright's Nature Readers, Nos. 1 and 2. Wood's Natural History Readers, Nos. 1, 2, 3, and 4.
Hooker's Child's Book of Nature. Monteith's Science Reader.
Reading in Nature's Book. Burrough's Birds and Bees.
GEOGRAPHICAL.
Philips' Geographical Readers, Nos. 1 and 2. Seven Little Sisters. Each and All. Scribner's Geographical Reader.
HISTORICAL.
Goodrich's Child's History. Mrs. Monroe's " Our Country." Stories of American History. Noble Deeds of Our Ancestors.
160
ANNUAL REPORTS.
HISTORICAL, - continued.
Gilman's Historical Readers.
Pilgrims and Puritans. Philips' Historical Readers, Nos. 1 and 4. Grandfather's Chair.
Scott's Tales of a Grandfather.
LITERATURE.
Æsop's Fables. Andersen's Fairy Tales. Robinson Crusoe. Hawthorne's Wonder Book.
King of the Golden River, Ruskin. Irving's Sketch Book. Seven American Classics.
The design is to supplement the drill work in reading with choice selections upon these subjects in all the grades for which the matter is suitable. It is not intended that readings in nature or geography shall take the place of instruction upon subjects that can be learned by the child by observation and investigation ; but it is hoped to supplement personal examination and to stimulate inquiry. I am not in favor of instruction by text- books when the knowledge can be obtained first hand, and when the proper presentation of the objects of study is essential to the natural development of the child's faculties. The readings in nature should be a guide, a leading to study of nature herself. The same is true of geography. A proper presentation of the elementary knowledge of geography, and a correct use of read- ings that stimulate the investigation and intensify the application and study, paves the way for the more serious use of a good text- book. In history, the stories and romances are important in awakening an interest, and directing the thought and bent of the child's mind to the grander themes recorded in the world's history, and to the nobler lives that should be the guide and inspiration of coming generations.
It is very important that choice works should be read by children for their literary value, to cultivate a discrimination, choice, and a taste for what is pure and beautiful in our lan-
161
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
guage. It is wonderful how soon children become excellent judges of merit, how easily their æsthetic taste is cultivated, and it is equally wonderful and appalling how easily a taste for trashy reading is formed. School is the place for directing the mind to a love for the beautiful, the chaste, and the ideal in life. With this object in view, selections from the classics of our lan- guage have been put upon the list of books for supplementary reading.
It was not possible this year, because of the expense, to supply all the schools and grades with books to carry out this plan. Some have been supplied at the urgent request of the principals, and it is hoped that very soon the reading matter for all the schools will be supplied completely to meet all the needs. There are to be had other works recently published, and doubtless there will be, from time to time, other books, such as we shall need to add to our course.
GRADUATION.
The graduating exercises of the Grammar schools which took place in the M. E. Church, Union Square, on Thursday, Jan. 28, were attended by a large and enthusiastic company of friends of the schools. Hon. Charles H. Burns and Hon. George A. Bruce made addresses. The diplomas were awarded by the Superin- tendent.
The following is the programme :
ORDER OF EXERCISES.
PART I.
1. OVERTURE. " La Flandre."
Bouillon.
2. PRAYER. REV. GEORGE SKENE.
3. *SINGING. " The Heavens are Telling." - Haydn. -
COMBINED GRAMMAR CLASSES. (With Orchestra. )
4. ADDRESS. -
- HON. CHAS. H. BURNS.
5. SINGING. " The Venetian Boatman's Evening Song." - Hatton. SOLO AND CHORUS. (With Orchestra. )
PART II.
6. ADDRESS. - HON. GEORGE A. BRUCE. 7. SINGING. " So Merrily Over the Ocean Spray." - - Richards. THREE-PART SONG. (With Orchestra.)
*Director, S. HENRY HADLEY, Teacher of Music.
162
ANNUAL REPORTS.
8. PRESENTATION OF DIPLOMAS.
SUPERINTENDENT CLARENCE E. MELENEY.
9. SINGING. "In Mercy Remember." From Mass. In B flat. Farmer. SOLO AND CHORUS. (With Orchestra. )
PRESCOTT SCHOOL.
DISTRICT COMMITTEE.
S. NEWTON CUTLER. H. P. HEMENWAY. H. C. WHITE. MARK F. BURNS.
Principal, G. A. SOUTHWORTH. Assistant, ANNA M. BATES.
GRADUATES:
Jeanie L. Allan.
Nellie H. Fobes.
Arthur J. Atwood.
Lottie M. Griffin.
Grace M. Babb.
Martha G. Harding.
May L. Bates.
Louise W. Haskins.
Lottella E. Bean.
Herbert I. Laighton.
Alice B. Boyson.
Josephine R. Lincoln.
Mabel C. Bragdon.
Louise M. Lombard.
Carrie A. Brainard.
Mary E. Mattson.
Mabel S. Brooks.
Frank Moore.
Ella J. Butler.
Frank T. Murphy.
Elizabeth Caryl.
Arthur C. Naugler.
William K. Chapman.
Gertie L. Nickerson.
Charles E. Cole.
James K. Norman.
Edith L. Cole.
Edith F. Poole.
Maud S. Coledrick.
Warren C. Rees.
Harriette Colgate.
Ida M. Remick.
Thomas S. Collins.
Nannie B. Rich.
Annie H. Corson.
Gertrude M. Robinson.
Peter J. Crowley.
Hattie B. Smith.
Lillian M. Daley.
Bertha M. Stockbridge.
Charles H. Davis.
Guy W. Sturdivant.
Florence C. Dodge. Eva M. Durgan.
Sarah J. Walker.
Mabelle G. Dustin.
Nettie A. Wessells.
Frederick T. Dyer.
Amy B. Wheeler.
Ralph H. Edmester.
Edwin T. Whitton.
Grace G. Fletcher.
Carrie M. Swan.
Benjamin A. Young.
163
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
LUTHER V. BELL SCHOOL.
DISTRICT COMMITTEE.
JAMES F. BEARD. ALPHONZO H. CARVILL. CHARLES I. SHEPARD.
Principal, HERBERT L. MORSE. Assistants, ABBIE C. HUNT, MARY E. BERRY.
GRADUATES:
Charles A. Atkins.
Sarah I. Baird.
Gregory P. Baxter.
Herbert L. Kimball.
Louise M. Benet.
Almon W. Blake.
Edith M. Leighton. H. Wilder Lewis. Edwin E. Lombard.
Ida F. Blethen.
Fannie L. Blodgett.
Lucy E. Lombard.
Sarah L. Bradley.
Bertha A. McDonald.
Mary E. Brum.
M. Ellen McIntosh.
Charles W. Buskirk.
Minnie C. McLeod.
Rena M. Chase.
Julia May. Beatrice L. Miller.
William P. Cheney.
Lillian F. Clisby.
George P. Moore.
John R. Copithorne.
James J. O'Connell.
Lillian P. Courtright.
Mary A. O'Connell.
John E. Crowe, Jr.
Thomas F. O'Malley.
Richard W. Power.
Harry L. Cutting. John P. H. Dame.
Bertha A. Richards.
George E. Dodge.
Agnes Ross.
Percy H. Everett.
Philip P. Smith.
Eugene B. Fuller. Ida M. Gibbs. Howard A. Gilson.
Charles D. Solomon.
Florence J. Harwood.
George A. V. Haskell.
Ethel M. Hayes.
Camille M. Whytal.
Gertrude M. Wiley. George A. Wood. Edgar H. Wood.
Hattie L. Woodberry .-
John O. Worden.
Gertrude H. Wyman.
Henry F. Halloran. John .A. Keane.
Albert F. Smith.
Harold Starbird. Waldemar Veazie. Marion West.
Lillian Haynes. M. Elizabeth Hernas. Charles E. Hollander. Sumner R. Hollander.
James W. Kenney. John Kenny.
164
ANNUAL REPORTS.
FORSTER SCHOOL.
DISTRICT COMMITTEE.
QUINCY E. DICKERMAN. WILLIAM P. HILL. NORMAN W. BINGHAM.
Principal, JOHN S. HAYES. Assistant, MARY E. NORTHUP.
GRADUATES:
Charles W. Berry.
Mabel L. Dadmun.
Ambrose B. Champney.
Mabel Derby.
George Corbett.
Grace M. Downing.
Arthur W. Dainty.
Carrie T. Folger.
John J. Dorey.
Ida Earl Godfrey.
Fred W. Felch.
Sadie R. Hagan.
Walter L. Fowler.
Laura W. Hawes.
Harry L. Hazen.
Alice Maude Hoyt.
Albert E. Kenneson.
Georgie E. Mahony.
Ernest J. Loring.
Lillie J. Martin.
George P. Richardson.
Annie McCormack.
Allan Bartlett Souther.
Lillian C. McKim.
J. Frank Stackpole.
M. Ethel L. Pratt.
Grace N. Brown.
Hila Helen Small.
Grace Hamilton Cooper.
Anna B. Smith.
Alice M. Cooper.
Minnie Snow.
Kittie C. Coveney.
Susie H. Stone.
MORSE SCHOOL.
DISTRICT COMMITTEE.
MARTIN W. CARR. HORACE P. MAKECHNIE. BENJ. G. BROWN.
Principal, HORATIO D. NEWTON. Assistant, MINA J. WENDELL.
GRADUATES:
Blanche S. Bradford. A. Euphemia Buckley.
Sophie F. Magarr.
Edward E. McCarthy.
Edward A. McMasters.
Clara Butterworth. Ida P. Clough.
Georgie McMasters.
Charles E. Colby. William E. Cotter.
Alice E. Morang.
Hattie H. Morehouse.
H. Gertrude Cox. E. Maude Cushing.
Minnie Prince Morse.
Herbert F. Moulton.
Agnes E. Dervan. Francis E. Doyle.
Patrick J. O'Brien. Karl A. Pauly.
165
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
Mabel S. Dyer.
Grace L. Proctor.
Gracie Maud Freeman.
Augustus S. Quick, Jr.
Andrew F. Ryan.
J. Edwin Ganley. Katie G. Higgins.
M. Gertrude Stoppell. Grace A. Tibbetts.
Grace P. Jennings.
Lewis H. Towle.
F. Marshall Jones. John F. Kennedy.
Orel Towle, Jr.
John E. Lacy.
Ashur D. Ware.
Ralph A. Landers.
Henry A. Wipfler.
Ethel H. Lincoln.
John W. Wood.
Harriet D. Lochman.
HIGHLAND SCHOOL.
DISTRICT COMMITTEE.
BENJ. G. BROWN. MARTIN W. CARR. HORACE P. MAKECHNIE.
Principal, GEORGE E. NICHOLS. Assistant, M. ALICE PAUL.
GRADUATES:
John E. Anderson.
James W. Nagle.
Robert B. Anderson.
Mary F. Nagle.
Waldo B. Averill.
Nannie Needham.
Alice M. Beckley.
Ransom P. Nichols.
Charles F. Bertram.
Eva A. Nicholson.
William S. Chandler.
Emily O'Brion.
Alice M. Cheney.
Josie G. Owen.
Florence L. Davis.
Luella Patch.
Annie R. Eames.
Florence E. Prior.
Albert W. Foster.
Kathleen E. Pillsbury.
Cora B. Hovey.
Edith W. Sanborn.
Mamie L. Hoyt.
Ida M. Sawyer.
Edith D. Jones.
Nettie F. Smalley.
Jennie L. Jones.
Mabel A. Shumway.
Fred R. Jouett.
Charles W. Smith.
Nora E. Keefe.
Ellen E. Stebbins.
Leroi E. Lacount.
Mabel G. Studley.
Grace H. Leach.
Ida B. Taylor. Margaret A. Wallace.
Millie A. Libby.
Sadie E. Watkins.
Ellen I. Locke.
Abram L. Whipple, Jr.
Emma F. McArthur.
Clifford A. White.
Florence G. Wilder.
Lizzie F. McNulty. John A. Merry.
Harry B. Wilson.
Edward E. Miller.
Maggie F. Wilson.
James Edward Lewis.
166
ANNUAL REPORTS.
The whole number of graduates was 243, - 22 more than last year : boys, 103; girls, 140.
From the Prescott School, 54: boys, 17; girls, 37.
L. V. Bell
64 : 66
35; "
29.
Forster 66 34 :
13;
21.
66
Morse
41 :
66
21;
66 20
Highland
50 : 66
17;
33.
One hundred and fifty-six of the graduates from the grammar schools entered the high school in September : boys, 58; girls, 98.
From the Prescott School, 30: boys, 11; girls, 19.
66
L. V. Bell
36:
17;
19.
66 Forster
Morse
66 31 :
Highland 66 33 :
9;
24.
26 :
9; 17.
12; 19. 66
THE HIGH SCHOOL.
The high school is so well established, and so thoroughly appreciated by the committee and the citizens, that it would be impossible for me, from the limited opportunity I have had of examining the course, to give any report of its workings that could do it justice. Its reputation as a fitting school for college is well known in New England; and the thoroughness of the instruction is well attested by the institutions to which our graduates go. That some changes may be made to better adapt the instruction and training to all classes of pupils is quite prob- able; and I hope to see the day, and that a not distant one, when there will be afforded greater opportunities for the de- velopment of all the elements of power upon which success in life depends. In treating of the need of greater opportunities, in the high school, for instruction by "laboratory methods," for which term I am indebted to Dr. J. D. Runkle, of the Institute of Technology, I used an expression which is so comprehensive as to cover about all the features of the recent reforms in education, or, at least, all those methods which call into exercise the pupil's powers of doing, of expression by means of material forms. Such facilities could be afforded by a system similar to that of the best manual training schools, which might be added
167
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
to the present courses, or might be carried on in a separate school.
Our school system should begin with the kindergarten, and end with the manual training school and the high school, and the intervening grades should represent the steps upon which the pupils ascend from the one to the other. In adopting such a system we would not be pioneers in unexplored fields, but would be following the lead of the most progressive cities in our own State and in others.
HIGH SCHOOL COMMENCEMENT.
The thirty-sixth annual commencement of the high school was a notable affair. The exercises took place in the Union Square Methodist Episcopal Church, on Tuesday, June 26th, in the forenoon. Mr. Hadley's orchestra furnished the instrumental music. The singing by the school, was, as usual, of a very high order. The class was addressed by His Honor Mayor Burns, who also awarded the diplomas.
The following is the programme : -
THIRTY-SIXTH ANNUAL EXHIBITION OF THE SOMERVILLE HIGH SCHOOL, TUESDAY, JUNE 26, 1888.
ORDER OF EXERCISES.
SINGING *- CHORUS: "On Life's Journey." Veazie. (With orchestral accompaniment by S. Henry Hadley. )
1. SALUTATORY IN LATIN. JAMES M. PERKINS.
2. ESSAY. Bubbles.
A. MAUD HOLLANDER.
3. READING. The Life Boat.
NELLIE F. CHAPIN.
SINGING .- THREE-PART SONG: "Rest Thee on this Mossy Pillow." Smart.
4. READING. Political Aspirations. Marietta Holley.
MARY A. PYNE.
5. Die Wunderkur. GERTRUDE E. LITTLEFIELD, HATTIE E. RICHARDSON,
LENA P. STACY, EDITH M. TOWER,
JOSIE M. WOODS, WILLIAM C. POTTLE,
FRED A. REID, FRED W. TEELE.
* Singing accompanied by Hadley's Orchestra.
168
ANNUAL REPORTS.
6. READING. The Debating Society. MAUDE E. STONE.
SINGING. TRIO: "Waves of the Sea." Anderton.
(Young ladies of the graduating class. )
7. ESSAY. Romance and Realism. CHARLES E. MUNSON.
S. FROM "CORIOLANUS." (Original version in Greek. )
HARRY F. GOULD, ROSA A. NICHOLS,
HARRY D. KENNARD, S. EDITH RUSSELL,
FRANK E. REMICK, MARY SWEENEY,
CLARENCE W. SIMPSON.
RECESS.
MUSIC. - OVERTURE: "Poet and Peasant." Suppé.
SINGING. - SOLO AND CHORUS: "Spirit Immortal." Verdi.
W. C. POTTLE, C. W. SIMPSON, FLORENCE BARNES.
9. La société de bienfaisance.
LUCY F. DURELL, LILLIAN M. HILLS,
MAY L. SPAULDING, EDITH E. TOWNE,
WILLIAM A. TUCKER, WALTER T. LITTLEFIELD,
CARA F. MULLIN, BERTHA M. WOODBERRY.
10. READING. The Doom of Claudius. Maurice Thompson.
MAY E. FLITNER.
11. POEM. FLORENCE M. HAMLIN.
SINGING. -- SEMI-CHORUS: "Spring." (Female voices.) Hadley.
(Composed and scored for orchestra by Henry K. Hadley.)
12. PROPHECIES.
ARTHUR C. DUNMORE.
13. VALEDICTORY.
ELLA A. TITUS.
14. PRESENTATION OF DIPLOMAS. By His Honor MAYOR BURNS.
15. PARTING HYMN.
WORDS BY CHARLES E. MUNSON. MUSIC BY ALICE G. BAILEY.
MEMBERS OF THE GRADUATING CLASS.
Florence Barnes.
Ella Augusta Titus.
Nellie Florence Chapin.
Edith Mabelle Tower.
Mabel Grace Dodge.
Elizabeth Sears Towle.
Lucy Florence Durell.
Edith Elvene Towne.
Mabel Alma Field.
Helen French Wood.
May Elizabeth Flitner.
Bertha May Woodberry.
Florence May Hamlin. Lillian May Hills.
Josie May Woods.
Gertrude Elizabeth Littlefield.
Cara Foster Mullin.
May Finette Pillsbury.
Sarah Elizabeth Pratt.
George Herbert Atkins. Andrew Sanborn Carr. Arthur Chester Dunmore. Warren Herbert Fiske.
169
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
Mary Alice Pyne.
Harley Edgar Hall.
Hattie Edith Richardson.
Horace Crosby Hartshorn.
Jane Evelyn Scranton.
Walter Trowbridge Littlefield.
May Louise Spaulding.
Fred Luther Morrill.
Lena Park Stacy.
William Courtney Pottle.
Maude Eaton Stone.
Fred Alexander Reid.
Minnie Sherman Thayer.
Fred Warren Teele.
Lydia Mabel Thurston.
William Attwood Tucker.
COURSE PREPARATORY TO COLLEGE.
Harry Fuller Gould.
Bertha Adams Conant.
Edward Newton Huntress.
Edith Duchemin Cooper.
Louis Curtis Jaques.
Alice Maud Hollander.
Harry Delano Kennard.
Alice Mabel Jones.
Charles Edward Munson.
Rosa Aurelia Nichols.
James Martin Perkins.
Sarah Edith Russell.
Frank Edwin Remick.
Mabel Powers Sears.
Joseph Little Rubel.
Mary Sweeney.
Clarence Wadleigh Simpson.
George Stephens.
Joseph Harvey White, Jr.
Lida Jane Wilde.
MANUAL TRAINING.
That element in education which has special reference to the expressive faculties of the human being has been brought into prominence by the introduction of what is commonly called Manual Training. The name, unfortunately, does not convey the full meaning, or, rather, does not imply the educational value of the training. The term may be applied to any exercise in which thought is expressed by means of the hand. This includes making, drawing, and writing. In these exercises, the hand should be trained to be so skilful that the physical act may be performed almost automatically. The expression should be ac- curate and rapid, with as little consciousness of the act as possible. The child should become as unconscious of the acts in expression as he is of the action of his organs of speech, or as a natural orator is of his gestures. The little child, in handling blocks, sticks, paper, or clay, becomes skilful and works rapidly, putting his ideas into form. His hands become trained to work without effort of mind, without thought of the act. He learns to draw
170
ANNUAL REPORTS.
by practice upon lines and movement exercises, till the hand " goes itself," so to speak. So in writing: after he learns the form of the letters, after they are impressed upon his mind perfectly, he has to be trained by drill exercises, in which the muscles become accustomed to write without thought. A great deal of such training is necessary; and, finally, the skilled hand can readily obey the mind in giving expression to any thought, even the most marvellous invention.
The material used in expression depends upon the age and powers of the children. Manual training is not confined to the carpenter's bench, as some people would have us believe; neither is it intended to turn the schools into workshops, nor to graduate carpenters, blacksmiths, and machinists from our high school. The demand for manual training is a demand of the child for the opportunity to gratify a natural, inborn desire to do, to create, to express. The argument is based upon the psychological fact that there are powers of expression, as well as powers of acquisi- tion. The question may very pertinently be asked whether any of the faculties or powers of a child should remain unexercised and undeveloped in a system of education; or whether, after expending all the resources of the school, and all the energy of systematic instruction upon the cultivation of the powers of ac- quisition, the counterpart of man, those expressive and executive powers by which he becomes of use to the world, by which he utilizes the accumulations of knowledge, is to be left to chance, or is to remain dormant till it is too late to convert them into energy.
In the primary schools, the course of form-study and drawing, which is a continuation of kindergarten occupations, include much of the manual training exercises required. The ordinary studies of the grammar school also furnish opportunities for this training. Geography, which is based upon form, to a certain extent, brings the child into close relation with nature in all its various forms, and must be studied first-hand, and be expressed in material, drawing, and language. This is also true of all the elementary sciences related to geography, and growing out of it,- botany, geology, zoology, physics, history, etc. In arithmetic, the ele- ments must be learned by tangible objects, and computations, measurements, and practical problems must be worked out by the
171
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
use of material and drawings. This is the only sure way of lay- ing a foundation for higher mathematics, which is to come later in the High School.
On May 28th, the special committee which was sent to Phil- adelphia to inspect the Industrial Exhibition of the work of the public schools of that city, submitted a report which was re- ceived and ordered published in the annual report. It was as follows :
TO THE SCHOOL COMMITTEE OF SOMERVILLE, GENTLEMEN : Your committee appointed to visit the Industrial Exhibition of the Public Schools of Philadelphia, respectfully report as fol- lows : That they attended the exhibition in Horticultural Hall, Philadelphia, and while in New York City, visited the College of the Industrial Education Association, and the Hebrew Technical Institute. They had the pleasure and the privilege of convers- ing with the superintendents and instructors in these several institutions, and thus gained much valuable information in regard to the subject of education.
On reaching Horticultural Hall, Philadelphia, your committee was met by Superintendent MacAlister, several of the assistant superintendents, and the chairman of the Exhibition committee. The exhibition included (1.) A display of all work done in the public schools. (2.) Classes of the various departments at work. (3.) Samples of all books, material, and furniture supplied to the schools. (4.) Schoolrooms representing the past and the present.
1. The display of pupils' work included: a. Kindergarten Department - Arrangement of gifts, display of clay modelling, card modelling, paper folding and cutting, pea work, sewing, drawing, etc. b. Primary Grades-Drawing, modelling, pen- manship, maps of paper, cloth, putty, clay, plaster, etc., compo- sitions, sewing, and other specimens of school work. c. Indus- trial Art School -Drawings, clay tablets, tiles, bas reliefs, and wood carving. (This represents an optional course open to grammar school pupils.) d. Manual Training School-Speci- mens of freehand, mechanical, architectural, decorative, and map drawing, models in clay, wood work, including carpentry, joinery, turning, pattern making, modelling, and carving ; metal work - vise work, forge work, tempering, moulding, brazing, mechanical
172
ANNUAL REPORTS.
construction, and electrical apparatus. e. The Girls' High School exhibited drawing and needle work of all kinds.
All sections of the city were represented in this collection, which was displayed systematically.
' 2. In the centre of the hall was an elevated platform upon which there were classes of children with their teachers, one in sewing (girls of the grammar grades), one kindergarten, and a cooking room with all the equipments, and young ladies from the girls' high school, making dishes fit to set before a king. Your committee had the opportunity of sampling the food, and can vouch for its quality. It is almost needless to say that the teacher of this department was a graduate of the Boston School.
The Industrial Art School occupied a large stage at the rear end of the hall where students were engaged in drawing, mod- elling, and carving.
The Manual Training School occupied a large room in the front of the building. Beside the display of work already spoken of, there was the full equipment of the school on a limited scale. Boys were at work at carpentry, wood turning, carving, mould- ing, forging, tinsmithing, chipping, and filing,- while others were drawing, and another section had a complete system of electrical apparatus in operation.
3. Philadelphia supplies the schools with everything needed, and the display of this material was astonishing.
4. An old-time school was restored, with furniture in use thirty years ago, a bundle of birch rods being the only appliances for instruction. On the other hand, a modern school room repre- sented the equipment of a school of to-day, which looked very much like our own schools, with possibly some more conveniences and improvements, of which your committee made note.
. In consulting with Superintendent MacAlister and others, much information was gathered, of which the following may be mentioned :
Children are received into the kindergarten at three-and-a- half or four years of age. The complete kindergarten system is employed. The kindergarten spirit animates the higher grades, and many of the occupations are carried into the primary classes. All the exercises of the schools are designed to occupy the
173
REPORT OF THE SUPERINTENDENT OF SCHOOLS.
children in a natural and healthy way, so as to cultivate all their activities. Care is taken to give the children continued occu- pation, that they may learn to use all their senses in receiving knowledge and giving expression. The danger of an overstrain of the intellectual powers is thus avoided.
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.