USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1889 > Part 9
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ANNUAL REPORTS.
old difference between eyes and no eyes in favor of the child who sees more, knows more, and is therefore happier. We cannot see the fruit of this training until those who are now primary children reach the high school.
In arranging the work for the grammar schools, it seemed best to make it substantially the same for the three lower classes, treating the three higher classes in the same way, only giving them, after the beginning, more advanced lessons. This year we have been able to grade the work more closely. We have endeavored to have the drawing always the expression of an idea. This makes it necessary to see before we draw. Many of our most valuable drawing lessons, so called, have been lessons in seeing. The drawing, the expression of the thought, should be free, not cramped nor labored. It has been with this end in view that we have had exercises in pencil-hold- ing and arm-movement.
If we could accomplish what we wish, we would have every gram- mar schol graduate able to make and read a working drawing of any ordinary object, and also able to make a representation of the ap- pearance of this object. He should have an elementary knowledge- of industrial design, which would imply knowing something of geom- etry, of harmony of color, and of historic ornament.
A beginning in drawing has been made at the High School. The. classes are voluntary, formed of pupils who entered the school this. year. We are doing what is really grammar school work. From this we hope to go on, advancing surely, if slowly.
Drawing should not usurp the place of other studies, but should help the other studies, making a harmonious whole of the develop- ment and education of the child.
The success of the work in this city, so far, has been due to the- interest the Superintendent has taken in the subject, to his cordial support, and to the earnest, faithful work of the regular teachers. Too much cannot be said in praise of the spirit with which the teachers have taken up, if not a new subject, at least a new way of treating it, and I cannot close this report without expressing my grateful sense of the help and kindness which, from the first, they have freely given me.
L. A. HERRICK.
Teacher of Drawing.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS.
SCIENCE.
The elementary studies which are begun as observation lessons and .culminate for the most part in the study of geography, need equally supplies of objects and materials for construction. The use of all these materials not only increases knowledge but exercises the facul- ties and developes skill. It elevates realism and retires formalism as exemplified in the old text-book methods. The place that this feature of educational work is to occupy in the elementary school is of growing importance. Its value as a means of instruction and training is little realized, and it is looked upon by laymen and by some pedagogues withi skepticism. We are simply making a begin- ning, and no endeavors are made to force its introductions. It must have a natural growth. The use of material and the methods of teaching in the elementary schools follow naturally from the occupa- tions of the kindergarten. Superintendent McAlister of Philadelphia, says in this connection, " While furnishing a system of educational training perfectly adapted to the conditions of childhood, its funda- mental principles contain the root of a philosophy of education now truly in accordance with human nature, more complete, more practi- cal than any system which lias ever been devised. The kindergar- ten methods, which are not involved in the special process appropri- ate to little children, are applicable to schools of every grade ; and it will be a happy day when these methods have forced their way into the primary schools, grammar schools, high schools and normal schools of the country. I am sure that every depart- ment of our schools will by and by feel the inspiring influence which will flow from the presence of the kindergarten. The methods of instruction and discipline now followed cannot fail to be largely mod- ified by its principles. No thinking mind, no intelligent instructor, can withstand the witness which the kindergarten bears against form- alism and tradition and in favor of freedom and progress in educa- tion. May we not all hope that the kindergarten will prove the leaven that is to leaven the whole lump and help to raise our educa- tion to a higher plane of power and usefulness."
CONSTRUCTION.
The occupations of the elementary school, including drawing, can be done in the ordinary class-room, since the materials used in con- struction do not necessitate the use of tools. It would be a very
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good plan, however, to have a spare room in each school fitted up for the work in clay, and I hope at no distant day to be able to insti- tute a course in modelling for all the grades of the grammar schools, and to have the facilities for its execution. If this could not be done, some rooms might be fitted up in a central location, where children could come from the several grammar schools once or twice a week.
SEWING.
Sewing is now taught to all the girls of the grammar school. The course is growing and developing. We are able to do more this year than last and we hope to have something to show in June that will convince the Board, if that is necessary, of the value of the work. Two sewing teachers are employed, who give all the instruc- tion.
Our schools are so scattered that every hour in the week is occu- pied by both ; one lesson being given to each class. The question has been asked whether this work cannot be entrusted to the regular teachers. While I do not wish to imply that our teachers do not know how to sew, or that they would not be willing to take up this new subject if asked to do so, yet I am firmly of the opinion that for the present at least the methods established and the results ex- pected, can be better carried out by specialists who are wholly absorbed in the work than by a hundred teachers who never at- tempted such instruction in their lives. Sewing has been introduced into the schools of many cities, and in every case, so far as I have been able to ascertain, it is taught by special teachers. Experience has shown that this is the safest plan. I hope no change may be made in our present system until a careful investigation can be made. The work is arranged in a very carefully and well graded course, the result of a great deal of investigation, observation, consultation and study. The methods of teaching, though peculiar to the subject, are based upon the fundamental principles of education ; they follow two lines of work, instruction and execution. The child must first form the clear idea of what is to be done, and then give expression to the idea in the work. It is accompanied by drawing, as any other construction is. Its aims are educational as well as practical. Its effect will be intellectual and moral culture, as well as deftness of fingers. On these points we may be able to report more fully in the future. I invite your attention to the reports of the sewing teachers.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS.
REPORT OF MRS. C. M. COFFIN, TEACHER OF SEWING.
Sewing was introduced to the schools of Somerville in October, 1888. We began with no definite system, simply requiring each child to furnish materials for a calico bag. The making of these bags eventually became uninteresting and tedious both to pupil and teacher. The instruction was not uniform, for the work was in all stages of progression. In November we adopted our present system which was recommended to us by the Superintendent. Through his efforts, instruction books were obtained, which have served as a guide, but modified more or less according to the judgment of the teacher. The work is necessarily slow from the short time allowed to each class-fifty minutes each week-and the large classes ; but the need of instruction is great, the progress steady and the results at the close of the school year, in 1889. beyond the most sanguine hopes. The work of the year was confined to teaching the stitches that occur in the every-day sewing of a family. All preparing of the material and basting of the work is done by the pupils themselves, thus training the child to a clear mental conception of the object, as well as mechanical skill. Our method of teaching not only gives the pupil the ability to prepare the work and sew correctly and easily, but also secures attentive habits, thoughtfulness, accuracy and neat- ness. The work has been graded in the same manner as the regular school work, apportioning certain stitches to each year. It is so well systematized at this time that the results of the present school year can be confidently stated. The Fourth Grade learn the proper use of the needle and thimble, correct position of body, hands and work, and four or five different stitches, making at the close of the year a simple article without gathers. Grades Five and Six are taught enough additional stitches to make a garment with gathers, qualifying them to make nearly all articles of underwear with a little oversight. Grades Seven and Eight add to the previous work in- struction in darning and patching, herring-bone stitch and button holes. Owing to the recent introduction of sewing to our schools, the present Ninth Grade will receive less than two years' instruction previous to their graduation, therefore, it has been deemed advisable. not to confine these scholars to the work specially assigned for the grades, but to advance them as rapidly as is consistent with thor- oughness, the work from September to January, including button
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ANNUAL REPORTS.
holes, setting a gusset, herring-bone stitch, sewing on a button prop- erly and cutting one simple garment from measurement. This is all difficult work and in a crude state as yet, but will be perfected before the close of the school year. Every new subject is presented to the class as a whole, and the class instruction is continued until indi- vidual attention becomes necessary. When all the stitches combined in any one are learned that article is made in miniature. The sew- ing has certainly proved a success. The parents, many of whom were lukewarm or opposed, are strong advocates of it, and the schol- ars look forward to the sewing hour with pleasure, lamenting any curtailing of their time as a personal loss.
C. M. COFFIN, Teacher of Sewing.
REPORT OF MISS M. L. BOYD, TEACHER OF SEWING.
" Sewing was made a regular branch of instruction in September, 1888, was introduced into the fourth grade, and carried through the fifth, sixth, and seventh, each grade receiving a lesson of one hour per week. In January, 1889, it was carried into the eighth grade.
A graded system of work was commenced in November, 1888, all the classes beginning at the first stage and going on in practice together.
The pupils furnished, at their own expense, one half yard of cotton cloth, three spools of cotton, a thimble, and a paper of needles."
I will omit the details of the course, which is almost identical with Mrs. Coffin's. Miss Boyd continues :
" Particular attention is given to the attitude of the pupil and the proper position of the hand and fingers while sewing; also the motion drill for each stitch, fastening end of thread and beginning of new, question on all class work, and the stitches used in making different articles of wearing apparel. They are also taught to make drawings of the different stitches.
The great advantage of having a graded course in sewing is that it gives each child the opportunity to learn every variety of stitch, which could be done less readily by bringing miscellaneous work from home.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS.
It is not merely fine sewing that is wanted in our Public Schools, but a thoroughly practical knowledge of the uses of the needle and, that when a pupil has finished the course, she will be fitted to cut out and neatly make her own clothes and to keep them in good re- pair, thus training her to habits of order and neatness, enabling her to be of real assistance at home, to help to lighten her mother's cares, and fit herself to take charge of a home of her own.
Perhaps one of the most popular and successful departures in this branch of instruction has been the Evening Sewing Classes, held two evenings each week, in both the Luther V. Bell and Prescott Schools. The opening night was Nov. 11, at the L. V. Bell School. There have been about twenty-five girls registered at each building, and the number attending each night has ranged from twelve to twenty-one. The same course of instruction has been pursued as is used in the day classes, only it has not been generally given to the class as a whole, more individual instruction having been required to meet the needs of the pupils, some progressing much more rapidly than others, according to their previous knowledge of sewing. As soon as a pupil completes her set of stitches, she brings work from home, cut out and ready to make, or the material for a garment, and is taught to cut it out and put it together herself.
Darning and patching have been taught with success, as will be seen by the following :
A lesson in patching was given one evening, and a few nights later a pupil came to the teacher and said, " I am so glad I have learned how to patch, for to-day I took my little brother's trousers and patched them for him to wear out coasting, so he can save his good suit to look well to wear to school." The same pupil, who is only fourteen years old, keeps house for her father and two little brothers, and has been a regular attendant at the evening class since its opening. The girls are all interested in their work, and most of them are real earnest workers, anxious for the continuance of the. class through January and perhaps February.
Respectfully submitted,
MARY L. BOYD.
Teacher of Sewing.
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ANNUAL REPORTS.
MANUAL WORK FOR BOYS.
Ever since the introduction of sewing, there have been very ur- gent requests for some system of manual training for the boys, which may occupy them during the hour when the girls are sewing. This is a problem which has been solved in some cities and remains un- solved in others. Having observed quite widely and having had some practical experience in the matter, I think it would be com- paratively easy to arrange a course that would be at once educative and practical. The only difficulties are in providing the rooms and meeting the expense. The course might include clay modeling, form construction from pasteboard or soft wood, bracket saw-work, and some features of sloyd.
SLOYD.
This word, anglicized from the Swedish word "slojd," means hand-skill or handicraft. In Sweden it stands for every phase of manual training, but as adapted to the elementary schools for boys of 12 to 14 years, it is confined to work on wood with elementary tools. Classes in sloyd are taught regularly in the Industrial Schools and several of the grammar schools in Boston. Through the munificence of the Association that sustains the Industrial Schools in Boston, classes of teachers are being instructed regularly in this work. At the North Bennett Street School, two classes of Somer- ville teachers, male and female, receive instruction each week. The interest in it is very great, and all realize its educational value as never before. A brief explanation of the course, and the principles upon which it is based, may not be out of place here.
It embraces a series of models or objects to be made, in the con- struction of which the child learns the proper use of the tools em- ployed and acquires strength and skill of hands. The series of models progresses from the easy to the difficult, from the simple to the complex, so that each new model grows out of the preceding. They are so simple that the child can make them unaided; the teacher is not allowed to put hand to a pupil's work. As they ad- vance, more complex manipulations will be required and other tools may be employed. The models are to cultivate the pupils' sense of form and beauty. They are objects that can be made entirely of
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REPORT OF THE SUPERINTENDENT OF SCHOOLS.
wood and finished by the pupil. They must include articles that can be used at home. It is not necessary to enumerate them, as the lists vary in different schools.
Some of the principles upon which the course is based are thus stated by Dr. Solomon, Principal of the Normal School at Naas, Sweden. The work must fulfil the following conditions :
1. It must be useful, but not include articles of luxury.
2. It must afford variety ; must be real work and not play.
3. It must correspond with the capabilities of the pupils, and be capable of being carried out by the pupils unaided and with exact- ness.
4. It must admit of neatness and cleanliness, and become the property of the pupil.
5. It must assist in developing the ideas of form and of beauty ; must exercise the thinking powers, and not be purely mechanical.
6. It must strengthen and develop the bodily powers and allow the use of numerous manipulations and various tools, having for its practical aim the acquisition of general dexterity of the hands.
The education which sloyd has in view aims principally at instill- ing a taste for, and love of, work in general ; inspiring respect for rough, honest bodily labor; training in habits of order, exactness, cleanliness, and neatness ; accustoming to attention, industry, and perseverance ; promoting the development of the physical power ; training the eye and sense of form.
As an exercise or occupation of school training, the advocates of sloyd instruction claim that it strengthens the muscles, affords relief from long-continued sitting and bad positions in school, promotes orderliness and exactness, cultivates attention and close application, trains to habits of industry and perseverance, accustoms the pupils to independence and self-reliance, and arouses the desire to work, and gives them something interesting and useful to work at.
This does not differ from the results claimed by other systems of manual training, nor are the principles upon which it is founded different in any essential particulars, except, possibly, in the fact that more account is made of the products of the work which, if carried too far, would enhance the value of the object to the dispar- agement of the training, and thus the product might become superior to the producer. Sloyd instruction seems to fill the gap between the application of kindergarten occupations in connection with form
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study and drawing in the elementary school and the manual training- school proper, which takes boys of the highest grammar grades or of the High School.
Several of the Grammar principals have expressed a wish that a room might be fitted up for sloyd classes in their respective buildings. If this could not be done this year, one room might be furnished in a central locality, to which classes might be sent from the several grammar districts. Next year another school might be provided, and so on, till all are supplied. The cost for a class of 25 boys would be about $350. Ten classes or 250 boys could use this room each week at a cost of $1.40 per capita. There would be added to this the cost of instruction and material, amounting to about $1000 or $1200 more, say $4.80 per capita ; total first year, $6.20 per capita. To this subject I respectfully invite the attention of the Committee on Industrial Education.
KINDERGARTENS.
I wish to renew my recommendation in regard to the establishment of the kindergarten as a feature of our school system, by the admis- sion of children under five years of age. The laws of the Common- wealth do not limit the school age to five years. This is only a rule of our Board, which may be amended in the usual way. There may not now be room enough for all children who would avail themselves of this opportunity, but they could be received in some of the schools. I would therefore recommend that the admission of such children be left to the discretion of the District Committees. This seems to me one of the most important steps, to be taken as soon as possible. There are districts in the city which need this provision more than others. Many people are obliged to leave their little ones in the care of school children or other incompetent persons, while they are engaged in work at home or elsewhere. Though we do not propose to convert our schools into day-nurseries, yet, for a year at least before entering the primary schools, these children should be receiving instruction suitable to their needs. Many of these children will be obliged to leave school at an early age to earn a living ; the most of their education is obtained before reaching the higher grammar grades ; if we can add the opportunity of a year's schooling where their minds and hearts may be cultivated as well as
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REPORT OF THE SUPERINTENDENT OF SCHOOLS.
their bodies cared for, we shall be doing a grand thing for them. On this subject, Supt. MacAlister has this to say : "The chief ar- gument in favor of the kindergarten is that it enlarges the privileges of the schools where the greatest number can avail themselves of these benefits. It increases, by just so much, the possibilities of elementary education for the very large number of young children who now receive the smallest benefit from the schools. It is plain, therefore, that the kindergartens, while not organized exclusively in behalf of the poor, will inure chiefly to their benefit. They will provide educational opportunities that are immediately within their reach, and thus, while ministering directly to their good, cannot fail to exercise a salutary influence upon the well-being of the entire community. The intrinsic merit of the training which is given to the child is the great consideration which should always be put foremost in discussing the claims of the kin- ยท dergarten as a part of any system of education. It is true that the kindergarten plants itself firmly upon the spontaneous activ- ities of childhood, and recognizes the tendency to play as one of the strongest of these ; but this is simply the starting point of the system. From this, as a postulate, it goes on to lay down a scheme of training which aims at the harmonious development of every power and faculty of man's being. Froebel, the philosopher of childhood, from whose fertile brain and glowing heart the kinder- garten proceeded, was not the first to advance this large view of human education. Pestalozzi, following in the steps of the great line of educational reformers, which begins with Comenius, had pro- claimed the true doctrine of human culture to consist in developing and training the physical, intellectual, and moral elements of man's nature. each in its relations to the others, into power and use. But it is the glory of Froebel that he, first of all, taught that this com- plete and symmetrical training must begin with the earliest days of childhood. The secret of the kindergarten is that it never loses sight of the fact that it is dealing with the undeveloped, untrained powers of a little child. It develops the body, it cultivates the senses, it strengthens the receptive, and calls into operation the active faculties of the mind ; it trains the social feelings and makes each member of the little society feel that its happiness depends not upon itself alone, but is bound up with that of all its members. And all this is done by treating the child, not as a machine to be set in motion by the
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teacher, but as a living, spiritual organism, which grows by the free use of its own powers, which gathers force from every effort that it puts forth, and which passes by insensible degrees from the spon- taneous play of feelings and desires, to the conscious exercise of faculties that find expression in creating and doing, in the produc- tion of forms that are alike useful and beautiful, in the performance of acts that are inspired by love and duty."
VACATION SCHOOLS.
There is another problem that is worthy of the attention of the Committee, one which has been solved by some cities, and which must, sooner or later, find solution here. That is, some provision for the hundreds of children who are obliged to run our streets dur- ing the long summer vacation. It is well known to all that the vaca- tion is a great burden to many mothers and children who are unable to find rest and recreation away from the noise and bustle of the busy streets of our city. There are the same arguments for main- taining vacation schools that there are for kindergartens, with this addition - that the pupils, being older, are nearer the age when school days are drawing to a close and every opportunity is precious. Besides, the physical condition would better conduce to comfort and moral improvement in a school than in the streets. I would suggest that voluntary schools be opened in the Franklin, Webster, and Jackson buildings, and possibly the Bingham and Cedar street. I would have two-hour sessions in the forenoon and afternoon of a term of six weeks.
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