USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1901 > Part 15
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 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39
Home work in arithmetic is not advised.
Time for manual training and cookery in Grade IX. will be secured by deducting twenty minutes from each of the periods underlined.
In this connection the subject of assignment of school tasks for preparation at home was very carefully considered. By vote of the Board, compulsory home study was prohibited in grades below the seventh. In the seventh grade the daily limit was fixed at thirty minutes, in the eighth grade at forty-five minutes, and in the ninth grade it is not to exceed one hour a day. It was furthermore enjoined upon teachers that they carefully consider the home environment, occupation, health and needs of each pupil, and make such modification of the requirements as indi- vidual cases might seem to demand.
..
150
350
Geography
189
SCHOOL DEPARTMENT.
Hygiene. Among the difficulties encountered in determining the time limitations for the different studies, that of a proper al- lotment to physiology and hygiene was prominent. There was a recognition of the importance of the subject, together with a de- sire to conform to statutory requirements. It was felt that the primary object of the law was to impress the advantages of tem- perance, and to emphasize the dangers of the use of stimulants and narcotics, rather than to teach structure and function. Hence it was determined that the larger part of the time given to physiology and hygiene, so called, should be devoted to temper- ance instruction. Present requirements therefore demand that in each of the first nine grades twenty minutes a week shall be given to "real practical temperance and anti-cigarette instruc- tion," and five minutes weekly to other phases of the subject.
This instruction is to be oral, no text-books being in the hands of the pupils. In addition to this, in the fourth grade and in the seventh a further period of twenty-five minutes weekly is to be spent in reading from suitable physiologies provided for the purpose. This is now done in all seventh grade classes. The fourth grade, however, has not yet been supplied with books, and the twenty-five minutes assigned to this work has been spent upon reading or literature.
Teachers of the first and second grades, whose little pupils- five and six years of age have no comprehension of what alcohol is, and know fortunately nothing of the evils of intemperance, find great difficulty in adhering strictly to the requirements, and are therefore allowed to adapt their instruction to the capacity of their classes. The danger, even in higher grades, is that the constant reiteration of the same truth will produce induration and in- sensibility on the part of the child, and thus the purpose in view will fail of accomplishment. More influential in its deterrent effect than most of the anti-cigarette instruction is the recent adoption by the School Board of a stringent rule prohibiting the- use of tobacco on school premises or between the school and the home, under penalty of suspension. The enforcement of this rule, accompanied by the moral influence and the example of the teacher, will prove the most effective restraint.
School Athletics. Not remotely disconnected from the sub- ject of hygiene is that of school athletics. In his "Ideal School," recently published, Professor P. W. Search claims that every school building should be in the centre of a five-acre lot. So far from ideal conditions do we come that one-half of our school- houses have not enough land about them to hold their occupants, to say nothing of room for playgrounds. There are no gym- nastics comparable for a moment with those in which children en- gage in the freedom and abandon of play. The Ling substitutes which are given them in the schoolrooms serve a useful purpose, but they fall far short of the ideal. More and more is the convic-
190
ANNUAL REPORTS.
tion growing that an all-round education must include the care, and development, and training of the body. Provision is being made for this in schools, and the newer buildings contain well- fitted gymnasiums. Outside of school this need is being sup- plied, and parks and playgrounds suitably equipped are being pro- vided at public expense. Our own city has taken several impor- tant steps in this direction, and it is hoped that soon every part of the city may be supplied with ample playgrounds.
The interest in school athletics grows rather than decreases. The danger is that they may become the paramount issue in the minds of some students, and that honors won upon the ball field may be counted of more value than those won in the classroom. Thus far, by the influence of teachers appointed upon athletic committees, aided by the good sense of the students themselves, abuses have been very few, and a wise control and limitation have been exercised. Our own schools have achieved noteworthy suc- cesses, have maintained a high standard of honor, and have sub- ordinated athletics to the more important pursuits of school life.
Through the efforts of His Honor Mayor Glines, who is al- ways alive to whatever may benefit the city in any of its many departments, negotiations with the trustees of Tufts College have resulted in the leasing by the city for ten years of what is known as Tufts field. It is to be put in order for athletic sports of all kinds, and is to be maintained by the city, and to be open, under reasonable restrictions, to the athletic organizations of our high schools, and, on application, to other associations, free of ex- pense. This will supply what has long been needed, and will give a healthful impetus to school athletics.
Medical Inspection. The earnest and unanimous efforts of the Board at the beginning of the year to secure a systematic daily medical inspection of the schools have not yet been crowned with success. While the schools have been comparatively free from interruption by contagious disease, and the vigilance of teachers has been unremitting, still the same urgent reasons exist for the adoption of the plan that has been proposed. Contagion in its incipient stages may be largely prevented, the personal wel- fare of the children secured, and public health promoted thereby. The advantages of the system are being appreciated and gradu- ally extended, and its general adoption is recommended by medi- cal societies. It is hoped that some means may be found for the establishment of what seems to promise so much and meets with such hearty public approval.
Manual Training and Domestic Science. The introduction of these important branches was thoroughly discussed at the begin- ning of the year, and the hearty vote of the Board to establish two plants in different parts of the city seemed to be in accord with the best public sentiment. Requests were made for the equip- ment of rooms in the Prospect Hill Schoolhouse and in the
191
SCHOOL DEPARTMENT.
Forster Annex. Before action could be taken, however, it be- came apparent that the rooms in the latter building would be re- quired for school purposes. The demolition of the Jackson School rendered the former building unavailable for this purpose. The completion of the Clark Bennett School will enable us to make use of the Prospect Hill building for these lines of work. There is, however, little prospect of the rooms in the Forster Annex being available until the completion of a new building near the Bingham School.
Nothing need be added to what has been said in previous re- ports as to the value and desirability of these forms of instruction. Not only the majority sentiment of the Board, but that of the pub- lic, approves them, and their introduction cannot be delayed be- yond the time when suitable accommodations can be furnished.
Vacation Schools. The suggestion in the last Annual Report regarding the need and value of making some provision for the multitudes of children in our city who are obliged to spend the long summer vacation at home without useful occupation led to the vote of the Board to establish a vacation school, under the direction of a special committee of five. Two hundred and fifty dollars was appropriated for its maintenance, a sum which was doubled later on, when its inadequacy became obvious. . The special committee consisted of Mrs. Attwood and Messrs. Ben- nett, Jones, Dickerman, and Carr, and, under their direction, the experiment was carried to a successful and satisfactory issue.
The report of the chairman of the Special Committee on Va- cation Schools was read to the Board at the November meeting. It is here presented in a somewhat abridged form :-
To the School Committee of Somerville :-
The Somerville Vacation School opened July 8 in the Pros- pect Hill Schoolhouse on Washington street, and continued five weeks. A registration of those who wished to attend was made before the closing of the public schools. The number of appli- cants far exceeded the accommodations, hence lists were prepared by the day school teachers of those who, in their opinion, would be most benefited by a vacation school. Even this number was too large, and tickets of admission were issued in accordance with the capacity of the accommodations, and a waiting list was made. The pupils were almost entirely from Wards 1 and 2.
Five rooms were opened and eight teachers employed, all be- longing to our regular corps. The daily session extended from 8 o'clock to 12, divided into two periods of two hours each. One set of pupils attended for the first period, and an entirely different set for the second period. Harry F. Hathaway was the prin- cipal of the school, and was ably assisted by Mrs. Hathaway, who gave no class instruction, but rendered service in looking after the attendance and in general oversight. Twenty-four boys, drawn
192
ANNUAL REPORTS.
principally from the fifth and sixth grades, were instructed by Mr. Hathaway in the first principles of sloyd during the first two hours of the morning, the knife, try-square, ruler, and compass being the only instruments used. An equal number of girls from similar grades received instruction in sewing during one-half the second period, and during the remaining half were engaged in cutting and making useful and ornamental articles from card- board. Specimens on exhibition in the Public Library from these pupils, as well as others in the school, show the character and ex- cellence of the work.
The next room was occupied by fourth-grade pupils, under charge of Miss Dimpsey. The work of these pupils was in draw- ing, painting, and scissors-cutting. Here many articles, both useful and ornamental, such as boxes, picture frames, match-safes, etc., were neatly and skillfully made.
Another room contained third-grade pupils, under the direc- tion of Mrs. Wiggin. The children here were employed in a va- riety of ways, such as cutting pictures from old magazines and framing them, drawing and color work, and reproducing various patterns with the needle on perforated cardboard. Mrs. Wiggin gave valuable instruction in music, in this and other rooms, the singing of patriotic songs being an interesting feature.
Miss O'Loughlin had charge of a room filled with second- grade pupils, who spent the time in drawing, color work, singing, and cardboard sewing, etc. Marching and interesting games were important features here.
The first-grade pupils were grouped in the kindergarten, . under charge of Miss Friend and Miss Russell. The more ad- vanced kindergarten occupations and games kept the children happy and busily occupied.
Sewing was taught to the girls of the three upper rooms by Mrs. Ellis, one of the city's regular sewing teachers, most of the work being brought by them from their homes. In all grades the reading by the teachers of interesting and instructive stories and narratives was listened to by the pupils with rapt attention. Vocal and instrumental music for the children was kindly fur- nished on several occasions by artists who volunteered their ser- vices.
All of the eight teachers employed were filled with en- thusiasm, and the interest and zeal of the children never flagged. No discipline was required, whatever freedom was given to the children being never abused. The places of a few children who dropped out were eagerly filled by others on the waiting list.
With mingled feelings of gratitude and regret, I call attention to another vacation school in the Bennett Schoolhouse, where Miss Annie L. Savage taught a group of thirty-five children for three weeks, purely in the spirit of philanthropy, and without ex- pense to the city. She gave herself unselfishly to make poor chil-
193
SCHOOL DEPARTMENT.
dren glad and happy. It was the last of a long series of labors of love, for, after a brief illness, her earthly work was finished on the 7th of November, 1901.
The average attendance at the vacation school for five weeks was 317.
The expenditures were :-
For teachers
$405.00
For supplies 99.20
Total $504.26
John M. Woods furnished lumber, Fred M. Carr sand, and William P. Jones all printing required for the school, without charge.
Not exactly as a part of legitimate vacation school work, but somewhat along the same line, your committee made an effort to raise a fresh-air fund for providing free excursions for poor chil- dren. A circular was sent to the Sabbath Schools of Somerville too late to meet with a general response, as many of the schools had closed for the year. Seven schools, however, responded with gifts, which, supplemented by a few from individuals, aggregated $63. One thousand two hundred and sixty tickets were pur- chased of the Elevated Railway Company, to which the company generously added nearly as many more. These tickets were dis- tributed throughout the city to needy children, and were greatly appreciated. About one thousand of them were used in provid- ing excursions to Franklin Park for the children in the vacation school. A special car was provided, and five excursions were made to Franklin Park, each under the direction of a member of the vacation school committee, assisted by teachers and ladies who kindly offered their services in this connection. Through the liberality of members of the committee and their friends, each excursion was provided with an ample supply of refreshments. We were especially indebted to ladies and gentlemen in Ward 7, who made contributions of money and supplies, manifesting great interest and rendering very valuable assistance. These excursions were conducted without accidents, and were a source of much pleasure to the children. Their excellent conduct was an occasion of frequent remark by those accompanying them.
Your chairman voices the sentiment of the special commit- tee in saying that the vacation school in all its departments, as well as the attendant excursions, was a decided success, and its results fully justify the expenditure of money on the part of the city. Our experience this year warrants the repetition, if not an extension, of the work.
Respectfully submitted, HENRIETTA B. H. ATTWOOD,
Chairman of Committee on Vacation Schools. November 25, 1901.
194
ANNUAL REPORTS.
Penmanship, Drawing, and Music. As setting forth the present status of these subjects in the schools, attention is called to the following reports of their supervisors. The recommenda- tions which they make are, in the main, in the interests of the schools, and should be adopted :-
Mr. G. A. Southworth, Superintendent of Schools :-
My dear Sir : Your letter of recent date, calling for a report from the penmanship department, relative to our "Plan of work, what accomplished, the outlook," etc., also stating that "Sugges- tions would be in order," was duly received, and I take pleasure in conforming to the same.
While the function of this department, owing to its very na- ture, cannot stand on a level with most other studies in our school curriculum in brain cultivating, yet its great advantage over others in discipline, in muscle training, in usefulness, standing, as it does, the king of all arts, certainly must give it a wholesome standing in a practical education. Some one in the following lines well covered this thought :-
'Tis to the pen and press we mortals owe All we believe and almost all we know.
We often hear it said that "writing is a habit, nothing more nor less." Very true, as far as it refers to one's method of writing. Children enter school without the ability to write at all, and leave it with a writing habit, good or bad, and I maintain that the poor writer, on the whole, works harder to produce his page than does the good writer. The little ones of four and five come to us with- out chirographical habits, and it is for us teachers to see to it that they form correct habits, and keep them.
A little more than a year ago we were instructed to abolish the vertical style for a forward slant system of round letters (known as the "Intermedial," the only one published in Boston at that time), to be executed with a combined finger and forearm movement and proper pen holding. Had we been instructed simply to secure the system of round letters and forward slant with only finger movement, two years would have been ample time to have shown beautiful papers, a thing we had already done in less than two years with the vertical system, but it would have been lacking in every feature that goes to make a practical writ- ing, save that of form. But to get desired results with the pre- scribed method takes a longer time, yet it is well worth the cost. Some pupils will get the movement and learn to apply it fairly well in one year, or even less, but the average pupil needs about four years to obtain a proper development, so that the correct process is a fixed writing habit. All this comes after he has learned to give "pretty writing" with the fingers.
195
SCHOOL DEPARTMENT.
A System of Penmanship is one thing and a Method of Pen- manship is quite another.
The former is only the conventional forms of letters usually set forth in a writing book, while the latter is the process by which the letters are to be produced. Thus two cities may have the same system book, but different methods.
The movements or methods used in writing are three,-
Finger movement is produced by use of thumb and fingers.
Whole-arm movement is the use of the whole arm swinging from the shoulder, and is adapted only to large work, such as the blackboard requires.
Forearm, or muscular, movement is produced by resting the muscles of the forearm near the elbow on the desk as a muscular rest, and getting the motive power from the large muscles of the upper arm.
Of these three movements, it will be seen that the only two that can be combined are the finger and forearm. When we began the present system, finger movement was all we had, and, to get the combined movement, that of the forearm must first be secured. With this end in view, we have adopted the following general plan :-
Grades 1, 2, and 3 use the finger movement and draw the let- ter forms.
Grade 4 commences the forearm movement by exercises only. No attempt is made to apply the movement, except in its simplest form. All written work is done by finger movement. By this means form is not sacrificed in this grade, if properly taught.
Grade 5 is the first to attempt application of movement, be- ginning it in the written spelling, and applying it later in the lan- guage work. For the sake of laying a strong and correct foun- dation for future work, the form is sacrificed, as we here insist on pure forearm movement, endeavoring to keep the fingers mo- tionless. Due allowance for form should here be made. All teachers could have beautiful papers through finger movement, but under the prescribed process it is impossible. Therefore, unjust criticism here places teachers where the temptation to pro- duce pretty papers is very strong, and, should they yield, it would lay the foundation for poor work the following year.
The pretty finger movement papers of the third grade, viewed from a practical standpoint, do not show writing at all. It is a mere optical illusion.
Grade 6 continues the work of the fifth, using care that the finger movement plays only a slight part.
Grades 7, 8, and 9 use the combined movement. As the process goes on, there is a steady gain in the product, and our best writing is in the highest, rather than in the low or middle grades, as is the case where the finger movement only is used.
Some of the difficulties we encounter in our work are :--
196
ANNUAL REPORTS.
Opposition. One of the most difficult things to do in intro- ducing movement writing into public schools generally is to get enough of the Movement Exercise Work. Opposition is met on every hand, except from the pupils, to whom the work is a pleasure. The cry goes forth : "Exercises are a waste of time and paper ; teach the boys and girls to write. Let us have results !" This, no doubt, seems just, from the critic's standpoint ; but such criticism never comes from those who understand the method and the aim.
In singing, reading, drawing, and number work exercises are indispensable, and no one considers them a waste of time, or ex- pects a finished product from the start. The same indulgence must be accorded us to drill on writing exercises, if we are to suc- ceed.
Parents, most of whom are unacquainted with our method, are, nevertheless, willing and anxious to aid, but often recognize only the product, thus passing criticisms upon their children's work which are incorrect and usually opposite to the teacher's in- struction. Thus, between the "Nay" of the parent on one hand and the "Yea" of the teacher on the other, there is danger lest the pupil become discouraged.
The parent's encouragement to do whatever is asked of his child by the teacher in this line is of incalculable value to us all.
Time. Shortly after the new system was adopted, the period for the writing lesson, in vogue so many years, received quite a reduction. It was a wise move in grades 1 and 3, but it is greatly to be regretted that grades 4 and 5 should each lose one twenty- minute lesson a week.
It may have been thought that penmanship could be corre- lated with the written work, which is true in grade 3; but not so in 4 and 5, where time is needed on the process.
Report Cards. Children, like adults, need incentives, and must have them, if best results are to be secured. Many experi- ments have been made ; but all in all, nothing I have yet seen can be so effective in our work as a correct report card. But it must mean something. Most of our present report cards read "Writ- ing and Drawing," and while some teachers separate the studies, the majority do not.
Thus, if a boy is "5" in drawing, which means excellent, and "1" in writing, which means very poor, the teacher places "3" on the report card, meaning he is fair in drawing and writing, a state- ment that is misleading. The only remedy lies in the separation of the subjects.
Number Work. At the present time the number work is done with pencil and paper, poor penholding, and mostly finger move- ment. Were high grade pupils expected to use the correct writ- ing process with pen and ink in figuring, it would greatly increase their accuracy, as erasures are not easily made, and, at the same
197
SCHOOL DEPARTMENT.
time, aid the penmanship. For every writing lesson of thirty min- utes under correct habits there is over one hour's work of bad habits.
Penholders now in use are not the best to aid in good pen- holding among the lower grades. Both size and shape are against it.
Suggestions. The following, it seems to me, if carried out, would be a decided improvement :-
1. That the writing time in grades 4 and 5 be changed from 100 minutes per week to 120 each, and a reduction of twenty min- utes per week be made in grade 6.
2. That there be a different report card, giving writing a separate place.
3. That these grades be expected to do the number work with the pen and ink, under the writing process.
4. That a larger and better penholder be used in at least the first six grades.
5. That the "Western Penman," a valuable monthly paper and a leading organ on movement writing, be added to the teacher's desk library.
Thus far we have accomplished the following :-
Backhand writing, as hard as it is to overcome, has been eliminated from some classes. The larger portion of papers now showing this feature are written by pupils who have recently moved here from other cities.
The writing of grades 7 and 8, considering the time, must be ranked as good. It is very legible, and has many of the essential qualities.
Averaging the ninth grades, it is fair to say, considering all points, that they outclass those of former years.
Speed. Complaints, so common two years ago, regarding the time required to do the written work have ceased, which fact alone is quite significant.
Without question, we have made considerable progress, but it has been a natural growth, since we are holding back the speed until the rotundity of letters with the movement is better estab- lished.
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.