USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1896 > Part 15
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ANNUAL REPORTS.
They should have an equal chance. Just as good brain power is used in one case as the other. Manual skill is as difficult to acquire as mathematics or a language. Almost all higher edu- cation is planned for non-mechanical classes, which constitute about one-fourth of the population of the country. Much of the traditional school work makes for bodily destruction; manual training for bodily growth and muscular control. Manual training tends to prevent waste of time. The average student is capable of direct mental application about three hours daily. It supplies a knowledge of the facts and forces of the tangible, living, active world of to-day, its buildings, machinery, pro- cesses, just as other branches do for history, literature, and science. It develops sympathy for manual labor. It multiplies interest and broadens the field from which to select a final call- ing. It reinforces other departments. It stimulates perception, logical thinking, good judgment, the productive imagination. It encourages truthfulness, self-control, firmness of will, and is a strong factor in ethical culture."
EFFICIENCY OF THE SCHOOLS.
When it seems necessary for any of our citizens to extol the city of his residence two things are pretty sure to be said,- "It is the banner no-license city of the Commonwealth," and, "It has excellent schools." The first statement is indisputable, and the fact is a potent element of our growth and prosperity. To what extent is the second statement true? Certainly the residents of a city that pays annually $200,000 for their mainte- nance have a right to demand good schools. An inquiry as to what constitutes a good school and to what extent the ideal is realized in Somerville is certainly pertinent and may possibly be interesting.
And first among the pre-requisites of good schools we may mention good school buildings. Not that within the narrow and unattractive and unhealthful limits of many a "little red schoolhouse" on a country hillside is never found a school fit to rank among the best in the character of the men and women
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it develops. But in this beginning of the twentieth century the conviction everywhere prevails that buildings in which children are educated and in which their most impressionable years are spent, should themselves be educative and minister to the growth of the finer elements of taste and character. They should be attractive in appearance and indicative of the public spirit and culture of the community in which they are found. The grounds and fences and walks about them should be tastefully arranged and kept in neat and orderly condition. The buildings should be commodious, well heated and lighted, furnished with an abundance of fresh air, provided with the best sanitary accom- modations, kept always fresh and clean, and so arranged throughout as to minister to the health and comfort of their occupants. For in these later days it has come to be recog- nized that the bodily, the physical welfare of the young is of primary importance. To what extent do our twenty-five school buildings meet the ideal requirements of good schools? Today they house nearly 9,000 children. One thousand of these children occupy seven wooden buildings, ranging in age from 28 to 53 years and averaging 40 years. Some of them were built when Somerville was a country village. One was made for a chapel. Three have been once enlarged. Six of them are stove-heated. All are practically without means of ven- tilation except what windows and doors afford. They are dark, unattractive, primitive, anachronous structures, which must soon disappear at the demand of patrons who will in- sist on equal rights and privileges with their fellow-citizens. In pleasing contrast with these conditions, another thousand children are housed in five four-room buildings, all erected within ten years, and all, with perhaps a single exception, answering the demands as to light, heat, fresh air, sanita- tion, and comfort. The remaining 7,000, seven-tenths of the whole number, occupy thirteen large, modern, well-arranged structures, all but one being well ventilated, having an aver- age valuation of $55,000. If we except the condition of the grounds and surroundings of certain of them, these buildings are an ornament and a credit to the city. It is doubtful whether
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any other municipality in the state can equal us in this respect. Taking, therefore, our school buildings on the whole as a cri- terion, it may safely be said that Somerville has good schools.
A second essential to a good school is a complete equip- ment in the line of material appliances for instruction. This includes text-books, reference books, maps, charts, globes, moulding and number tables, blackboards, laboratory apparatus of all kinds, pictures, objects, and specimens for illustration. In most of these respects our schools are fairly well supplied. There is a lack of reference books and of wall maps, but as a rule every child is supplied gratuitously with everything that he can possibly need for his school work. With two or three exceptions but little yet has been done towards the systematic decoration of our schoolrooms. The influence in the class- room of good pictures and works of art in forming and edu- cating the taste is generally recognized, but the means to pro- vide them have thus far been wanting. Several of the gentle- men after whom schools have been named have made con- tributions of pictures. A fund of several hundred dollars has been raised for works of art for the English High School. Graduating classes generally leave behind them some art-gift to their school. In these ways something is being slowly ac- complished towards making the rooms attractive.
Another pre-requisite, if schools are to maintain a high standard of efficiency, is the interest and co-operation of parents and of citizens generally. These manifest themselves in regularity and punctuality in the attendance of pupils, in their spirit of obedience and conformity to rule, and in the general disposition to second and supplement efforts of the teachers, in the homes. Our records show very little absence from school save from compulsory causes. We have some truancy, to be sure, which can generally be traced to absence or weakness of parental restraint, but on the whole this vice prevails to a very limited extent. The tardiness of pupils is comparatively rare, less last year than one in a thousand. Parents call children away from school duties by dismissal perhaps as little as possible, once in seventeen hundred oppor-
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tunities being the rate for this year. Almost all parents are in sympathy with teachers. They are indisposed to criticise them, realizing the difficulties of controlling and directing the im- pulses and tendencies of human nature. Then, too, the press and the clergy, the makers and regulators of public opinion, are in sympathy with our schools and their work. The public at large, citizens who have no personal interest at stake, are always found on the right side in educational affairs. They choose capable and judicious men for the School Board. They vote ungrudgingly whatever moneys are needed for their wise and economical support. They do not seek for the appointment of incapable friends to the teaching force or attempt to control the management of affairs, but ask that the schools shall be com- mitted to the hands of those only who by temperament and training and experience are able to conduct them successfully. In other words, our schools have in a large degree the strength of public opinion behind them for their support, and this is an element of success never wanting when schools are at their best.
Again, that schools may be good it is necessary that the work laid out for them in courses of study should be wisely planned. It must be especially adapted to the needs of the com- munity. It must have in mind the true objects of education. It must give training and secure the full and harmonious de- velopment of all the powers and faculties of mind and body. It must fit a minority for the successful prosecution of higher courses of study. It must qualify the majority to enter upon the duties of life with a practical knowledge of its affairs, with power to transact its ordinary business with intelligence and success, and it must give them tastes and habits that shall lead into the full enjoyment of what is purest and best. Above all, it must tend to give that stanchness and solidity of principle and character that shall make loyal citizens and honorable men and women. It is believed that the work laid out for our schools fulfils these requirements in large measure.
Once more, an essential condition of a good and success- ful school is a strong and efficient organization and adminis-
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tration. There must be a unity of purpose and aim. There must be the spirit of harmony and co-operation. There must be perfect loyalty and willingness to surrender personal prefer- ence for the general good. There must be a strong controlling force that shall direct and unify and harmonize the work of the entire school. There should be some one with knowledge and experience to direct and strengthen, to instruct and re- strain, to inspire and quicken the teaching force. There should be at the head one whose influence reaches every pupil, who secures obedience and respect, who arouses enthusiasm, whose urbanity and tact reduce friction to its lowest terms, who has quick sympathy with children, who considers the individual rather than the system, who knows and regards the rights and interests of parents, who widens his horizon by constant con- tact with what is new and worthy, and who gives his whole strength and thought to the conservation of the varied interests under his charge. The person responsible for all these things, for the wise and kind, yet forceful administration of the school, is its principal. Somerville has twelve supervising principals upon whom this burden of administration is laid, and to whom is committed in large degree the welfare of its schools. Not all, perhaps, if any, have yet attained the ideal. Not any are satis- fied with what falls short of the best, and if interest and effort and devotion, if a sense of the responsibility resting upon them, if a knowledge of what the public expects of them, and if the realization of the opportunities which lie before them count for anything, then may we fully expect that in this essential feature our schools well deserve to be called excellent.
But lastly; what we have thus far described is but a lifeless body, inert, passive, unless animated by a soul, and the soul of a school is its teacher. It is she that gives it life and character, that directs its activities into upward channels, that controls its aspirations and its destiny. Buildings, equipment, public in- terest, curriculum, organization,-all these in themselves are weak and profitless without the presence and influence of good ยท teachers. And what constitutes good teachers? It were easier in answer to mention Thomas Arnold, Mark Hopkins, Mary
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Lyon. But these were among the geniuses of the profession. Their examples furnish inspiration and standards, and while we rarely meet their equals we do find many teachers who are ani- mated by the same high aim and purpose and who are striving, within their limitations, to attain the same results. Great teachers are born, not made. Nevertheless ordinary gifts and graces may be so developed and trained and directed as to give their possessor high rank in this noble calling. There is no sub- stitute for the element of personal character in the teacher. This lacking, there can be no true success. And besides, there must be the power to make this character felt upon others. Given this two-fold gift,-character and the power to influence,- and teachers can lead their pupils withersoever they will. With- out attempting a full inventory of the qualities of good teachers mention may be made of a few. They must have quick and strong sympathy and love for children, they must study them and know them not in the abstract, but in the concrete, not in mass, but individually, that they may help according to need. Pity children under charge of teachers cold, hard, unsympa- thetic, in whom the milk of human kindness has soured!
It goes almost without saying that good teachers must have broad and thorough academic and professional education and training. The advances made during the last quarter-century in educational methods, in subjects of instruction, in the true order of presentation, in the inclusion of manual, and art, and domestic, and physical training, in the study of the child him- self, and in whatever pertains to his physical, mental, and moral interests, have kept pace with the progress made in the fields of science and invention. The times, therefore, demand a more thorough training and a broader knowledge not only of the subjects of instruction, but also of the mind and the powers that are to be developed and taught. Novices and apprentices are not tolerated. The path to the teaching profession now leads through high schools, normal schools, training schools, professional schools. Colleges now give pedagogical courses, and everywhere the need of higher and better qualifications in those who seek to teach is recognized.
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ANNUAL REPORTS.
In good teachers we expect professional enthusiasm, lead- ing to continual reading and study, keeping them abreast of educational movements. The tendency in the great body of teachers is towards conservatism. Those long in service may grow insensible to the demands of progress, they become self- satisfied, they have a disrelish for what is new, they do not respond readily to fresh requirements and to the introduction of new lines of work. They need to keep in touch with what is going on in the educational world. To meet the necessities, institute courses, lectures, summer schools, professional books and periodicals are found in abundance. The readiness with which such aids are welcomed is a fair criterion for judgment.
Good teachers possess the power to secure and hold the attention of those they teach. Attention is founded on interest, and how to awaken and retain the interest of children in their work from day to day and week to week is the great problem of the schoolroom. The teacher who can do this and at the same time employ methods that will make children independent, self- helpful, and inquiring rather than simply receptive, one who can increase power as well as impart instruction, has attained an enviable measure of success.
Without prolonging the consideration of this subject we may remark that good teachers are considerate of the wants and feelings of the child, ready to co-operate with parents, mindful of what the child does and is when out of sight; in manners, in dress, in self-control, in speech, a fit subject for im- itation; possessed of unbounded patience and common sense; not given to sharp and unkind and sarcastic remarks; wisely meting out discipline with penalties commensurate with of- fences; always loyal to school authorities and interests; never unconscious that example and character outweigh the wisest words; promoting health and spirits and good temper by suit- able recreation; drawing inspiration and strength from original sources and depending for recompense on the consciousness of duty faithfully performed from highest motives.
It would be strange indeed if every teacher in our city should be found to meet fully the ideal requirements. It would
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be stranger still if all fell short. It is gratifying to feel that by far the larger number approximate these high standards and are earnestly striving to reach them. When some test can be found to show the influence of mind upon mind, when the power of soul over soul can be measured, then and then only can a teacher's service be justly estimated and rightly rewarded.
Somerville has no interest comparable for a moment with those of its public schools, whether considered from a financial or from a higher point of view. They require the larger share of the annual expenditures, and upon them more than upon all other agencies are we dependent for whatever elevates, refines, enriches. The children of today are the citizens of tomorrow. If our fair city continues to hold the high rank for temperance, for good order, for public spirit, which it has proudly main- tained for the last twenty-five years, if its future citizens are to be intelligent, self-governing, loyal, patriotic, virtuous, honored, it will be because our public schools maintain their high standard and still receive the generous support and the wise direction which have characterized their past.
In conclusion the superintendent wishes to express his ap- preciation of the earnestness and fidelity with which supervisors, principals, and teachers have labored for. the success of the schools, to extend his thanks to the members of the Board for their generous forbearance and support, and to congratulate the citizens on the wisdom and good judgment which their repre- sentatives have displayed in administering the important trusts committed to their care.
Respectfully submitted,
G. A. SOUTHWORTH, Superintendent.
Somerville, December 28, 1896.
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MANUAL TRAINING REPORT.
SOMERVILLE ENGLISH HIGH SCHOOL.
SOMERVILLE ENGLISH HIGH SCHOOL MANUAL TRAINING REPORT.
NOVEMBER, 1896.
By EVERETT W. TUTTLE, SUPERINTENDENT.
To meet the requirements of the Act of 1894, preparation was made by the Somerville School Board during the summer of 1895 for including manual training as one of the elective branches in the course of study of the new English High School, which opened in September of that year.
Two rooms, each thirty by thirty-two feet, have been equipped, one for bench work in wood and one for mechanical drawing. The drafting room is furnished with twenty-four tables, each fitted with five general lockers and one individual locker, and with spaces for five drawing boards. The general locker contains two triangles, one irregular curve, rule, trian- gular scale, pencil file, and tack-lifter. These articles are used in common by all pupils who work at the table. Each individual locker contains a set of drawing instruments, pencil, eraser, pen, blotting-paper, and piece of chamois-skin; these tools are used by one pupil only. Keys for all lockers are kept on key-boards in a cupboard at one side of the room. Each table is also fur- nished with T square, triangular rest for elevating drawing- board, and ink-stand for red and black inks.
With this equipment, five classes, of twenty-four each, can be accommodated. Additional sets of drawing instruments and drawing boards are kept in cases at one side of the room for extra classes. At present six classes are receiving instruction. Other articles of furniture are a large cabinet for drawing paper and completed drawings, a case for drawing models and special in- struments, three sliding blackboards which may alternately be brought into view, a marble-top sink, and a teacher's desk.
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In an adjoining room are a blue-printing frame, a sink, and all necessary equipment for making blue prints. All the blue prints used in the shop work are made and mounted upon paste-boards by pupils. The instructor's platform is raised suffi- ciently to enable pupils in all parts of the room easily to witness a demonstration. Around two sides of the room is arranged a rack, upon which is kept a constantly changing exhibit of pupils' work.
The carpentry room is designed to accommodate a class of seventy-two, in three divisions of twenty-four each. There are twelve double benches and one instructor's bench. Each side of a bench contains three drawers for individual tools and one for the tools used in common by all pupils at that side of the bench. The individual set of tools comprises one jack plane, one smoothing plane, one block plane, four chisels and three bits. There is also space for unfinished work. In the general locker are kept all remaining tools. At the ends of the bench are hung a brush, board screen, bench hook, and bench board.
Quick-action vises and iron bench-stops complete the equip- ment. The tools at hand for each pupil's use are twenty-eight in number. Keys for the drawers are kept on key-boards. A large cabinet contains blue prints of each lesson and numerous special tools. In the room are also a grindstone, sliding blackboards, and teacher's desk.
For the clay-modelling and wood-carving, which form the latter half of the first year's work, a large zinc-lined bin for the clay and three racks for holding unfinished clay models are pro- vided. When the pupils in the carpentry room are not at work, the modelling and carving are done in that room. A specially designed modelling easel is placed upon each bench. The lower part of the easel forms a compartment holding the modelling tools, six in number, a small sponge, cup, and a dish for clay. Drawings and plaster casts are provided as models from which to work. For the wood-carving, small benches of various heights rest upon the regular benches and are firmly held in place by the vises. Work is clamped to the projecting edges of the carving benches. For each pupil a set containing ten carving
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tools, a slip stone, and a strap are provided. These sets are kept in the individual lockers of the large benches during the carving term; at other times they are stored away with the carving benches.
Adjoining the bench room is a room containing a sink fourteen feet long, with places for hot and cold water, and seven- ty-two lockers, in each of which a boy keeps a towel and soap, his coat when at work, and his apron when not at work. Boys deposit twenty-five cents each for use of the keys; the locks are master-keyed.
During the summer of 1896 two additional rooms, each thirty by thirty-two feet, were fitted up for the second year work, one for wood-turning and pattern making, and one for mould- ing. As in the carpentry room, provision has been made for a class of seventy-two, in three divisions. Twenty-four benches are equipped each with a lathe, of ten inches swing and three and one-half feet bed, and one general and three individual lockers. The general locker contains an oil can and lathe accessories, the individual lockers each nine turning tools. Fac- ing each lathe is a pattern-making bench, fitted with quick-action vise and bench stop, and one general and three individual lockers. The equipment of the lockers is practically the same as in the carpentry room, although it has been modified to meet the requirements of pattern work. The key-board system is used, and all locks are master-keyed. Other furnishings are a grindstone, emery wheel, apparatus for heating glue, show-cases for finished work, sliding blackboards, and cabinet containing blue prints, special tools, and supplies.
A part of the adjoining room has been fitted up as a machine room and furnished with a circular saw table with cut-off and rip saws, buzz planer, hand saw, and scroll saw. Power is furnished by a thirteen horse-power electric motor. The shafting is sup- ported entirely upon posts imbedded in concrete beneath the floor, and no appreciable jar or noise is noticed in the school rooms directly above. The remainder of this room is fitted up as a foundry with all appliances for practical moulding and core- making. Twenty-four moulder's benches are furnished each
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with cup flask, rammer's trowel, and other moulding tools; two additional benches are especially equipped for core-making. Soft metal is used for pouring and is melted in a gas-blast furnace; the blast is supplied by a pressure blower driven from the motor. Cores are baked in a specially designed sheet-iron oven.
Adjoining these two rooms are a sink twelve feet long and a set of lockers similar in arrangement to those adjoining the carpentry room.
A large part of the work of equipping the manual training department has been done by the pupils as regular class work. They have constructed, three racks, each to hold thirty-six clay models, twenty-five clay modelling easels, twenty-four moulding benches, twenty-five wood-carving benches, a table for holding oil stones and straps, a cupboard for patterns, one hundred clay- modelling boards, seventy-five moulding boards, seventy-two drawing-boards, twenty-four mallets and forty-eight rammers for foundry, amounting in value of labor to over five hundred dollars.
During the summer vacation of 1896 four of the regular pupils, under the direction of the instructor. and assisted by one other workman, did the entire work of fitting up the pattern- making room and foundry. The floors were laid, posts and overhead timbers placed in position, shafting hung, machinery set up, belts laced, and everything placed in readiness for the work in these departments.
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