USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1901 > Part 16
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As to Hygiene, there has been a gradual gain.
Correct penholding, so imperative for good work, has received our special attention, and while there is a marked improvement, yet there still remains plenty to du.
The outlook to us was never s bright and pleasing.
If things are fitted to our needs, it will not be too much to say that we can promise the best practical results yet seen in the penmanship department. As has been said in the annual re- ports, we have had speedy writing lacking in form. Under the vertical system we had excellent form, yet lacking in speed. With the present system and method we feel sure of securing both
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speed and form in sufficient proportions to make it practical and highly satisfactory.
In general, the outlook is a change of systems. In fact, it has already begun, and the Vertical System is being supplanted by the Intermedial. But these are only changes in system. Everywhere the influence of the private commercial schools and the penman's press is being felt in behalf of the muscular move- ment method, and there are indications of its general adoption. Should this take place, it will be the greatest change in the right direction the public schools at large have ever taken in penman- ship.
The new Intermedial System, which has the best points of both the Old Slant and the Vertical, enters the field with an unusual advantage, and still the forearm, or muscular, movement is neces- sary in this or any other system to obtain satisfactory results.
In closing, I wish to thank the teachers for the splendid efforts they have made and are still making; for the enthusiasm they throw into the work, and the earnest support they have al- ways given me. No one is in a position to appreciate their hearty co-operation more than myself, or more fully to realize how little my own efforts will accomplish without theirs.
Sincerely, W. A. WHITEHOUSE, Supervisor of Penmanship:
Somerville, December 16, 1901.
Mr. G. A. Southworth, Superintendent of Schools :-
Dear Sir: No marked changes have taken place in the de- partment of drawing during the past twelve months.
Each year our aim has been to unite more and more the va- rious branches of the subject, such as color, design, and composi- tion, and make them one comprehensive whole-training to bet- ter appreciation and higher standards of form and color.
A small exhibit of the year's work, held in the Public Library last spring, showed, in some degree, the success which has re- warded our efforts, but the greatest test is seen in the schoolroom in the self-reliant, independent work of the pupils.
Emphasis has been laid upon the study of design, as it de- velops creative ability and trains to better judgment. Neces- sarily such teaching has been limited to the decorative side, leav- ing a weak spot in our course on the side of construction.
Feeling that concrete work is the only practical teaching in elementary schools, we have found mechanical drawing too theo- retical for use without means to demonstrate how clearly the drawing is understood. No better illustration of the practical value of manual training can be shown than the work accom- plished in the vacation school, where pasteboard and scissors
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were the only tools used. Could a similar course be adopted in the regular schools, the problem of successful mechanical draw- ing would be solved.
With constructive work on one side to give accurate practi- cal knowledge, with design and color on the other to give aesthetic training, our pupils would receive an all-round course of instruction, which would become part of their own lives as they leave school and take their places in the industrial world.
Respectfully,
MARY L. PATRICK.
Somerville, December 20, 1901.
Mr. G. A. Southworth, Superintendent of Schools :-
Dear Sir : My response to your invitation to speak of music in our public schools will be largely reminiscent in character.
In no branch of instruction has there been greater progress in the public schools during the last generation than in music. When one contrasts the work of the early period with that of the present, the change is simply marvelous. Imagine, if you can, a song-book of "airs" with scarcely ever any alto, only an instru- mental bass, with tenor never dreamed of. All the selections in such a book needed a piano accompaniment, and no necessary vocal exercises were to be found within its covers. With that, contrast the modern book, replete with fine solfeggios in all keys, and with every variation of time, with its four-part harmony songs from the great masters.
At the present time all grades, from the lowest to the highest, are provided with charts and text-books, and the teaching of the instructor in music is supplemented by the regular teacher. To show something of our progress, I mention the fact that we now sing the same pieces and caliber of pieces at the graduation exer- cises of the grammar schools that were formerly given at the high school graduations. When I began my work in the Somerville schools, and for years after, the music teaching was all done in the rooms where the pianos stood, and occupied a single day only. Now two music teachers, using all their time, have nothing to spare in making the circuit of the schools in from one to two weeks.
Possibly the seeming egotism may be excused if I remark that school music books were made and furnished with separate parts for tenor and bass, as well as alto, at my suggestion. Cer- tain important changes in the names of the syllables of the scale, such as "ti" for number seven of the scale instead of "si," and the ending of all flatted syllables with the sound of "aw" were first in- troduced by me in the Somerville schools. The new names have since become almost universal.
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The music work in the eighth and ninth grades is done ex- clusively by the special instructor, the time having been abridged twenty-five per cent. In some respects this is a distinct loss, for it is an advantage to have the musical instruction extend through two or three brief lessons rather than a single long one. Instruc- tion in the seventh grade is equally divided between the special and the regular teacher.
The increase in the size of the high schools compels us to de- vote three music periods to each of those schools. As to the re- sults, I need only to mention the character of our graduation music, and the success that attended the production of the can- tata "Holy City" in Somerville, and "Joan of Arc" in Boston Music Hall by pupils of our high schools. These entertainments netted $1,000, which has been spent in the decoration of the English schoolhouse.
The use of sheet music in the high schools has been of de- cided advantage, and the recent adoption of the most modern song book, a book that contains some of our best poets' best words set to music by the best composers of America, will give our high school music a new impetus.
When we hear encomiums of competent critics upon both our regular and our graduation music, and when we note the large list of eminent musicians the world over, who have at least started and obtained, as far as a public school can give them, their inspiration and education of music in our schools, we have reason to be satisfied, and a little pride in our success may well be pardoned. As imitation is commendation, it may be well to re- mark that our custom of having a good orchestral accompaniment at our public exercises is being rapidly adopted almost every- where.
Our schools are well equipped and are doing excellent work, the pupils being interested and enthusiastic. The only sugges- tion I have to make is that the Knapp School should be furnished with a piano, it being the only school in the city that is without one.
Let me take this occasion most cordially to thank the mem- bers of the School Board and the teachers for their kind assistance and hearty co-operation.
Very truly yours, S. HENRY HADLEY.
Somerville, December 13, 1901.
Mr. G. A. Southworth, Superintendent of Schools :-
My dear Sir : I am happy to respond to your request to in- dicate the work done in music in the six lower grades of our schools, and to show, as far as possible, our aims and our progress.
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"The ultimate object of teaching music in the public schools is to arouse and cultivate the love of music in the child."
The success of instruction in any subject depends upon two things,-that the end be kept clearly in view, and that a direct course be taken to that end.
Grade I. When the little people come to us from home, there is a great difference among them musically, but they have in common the love of singing. Taking this for a starting point, the teacher begins the rote singing of songs about things well known and loved by the children, and of such a character that all may participate. Each child enters into the spirit of the singing with as much assurance and spontaneity as if it were a game. Natural differences show in time, but by carefully grading the songs, the deficient ones are helped in such a way that many never lose self-confidence.
Material for these first steps is found in Mr. Cole's "The Child's First Studies in Music." The first songs involve but one degree of the scale, the next two degrees, and so on, till the entire scale is used. These simple songs remain favorites throughout the year, and are often selected by the children when they have passed on to a higher grade.
When the scale is reached, it is dwelt upon for a long time. All Mother Goose melodies, nursery rhymes, and memory gems that can be sung to the scale are used. The singing names, do, re, mi, etc., are taught with the other scale songs.
While the children have been happy singing their rote songs, the underlying thought of the teacher has been to increase their power-to train the ear to appreciate differences in quality, pitch, duration and force of sounds.
As the child's perception of musical sounds strengthens, he passes gradually from the imitative stage to that of independent thought. In the study of tone relations, which naturally follows the mastery of the scale, he is given opportunity to exercise his power. The rote songs now involve the intervals which are being studied.
While the study of tone relation is going on, the subject of rhythm is being considered, the pendulum being used as the standard for time-keeping.
Up to this point the work has been wholly ear-training, and as ear-training is the most important part of any musical training, success further on depends upon the accuracy of these first im- pressions. It is imperative that teachers have keen tone percep- tion.
When certain intervals and the measure have become definite mental objects through the hearing, it is time for representation.
All through the course ear-training precedes eve-training. The thing to be taught is presented to the hearing before its rep- resentation is shown, be it a chromatic tone or a point in time.
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"Let all representation stand for some mental object previously es- tablished through the hearing,"
is the direction.
Representation of sounds is but arbitrary at best. The staff representation is given at once for the reasons that it is the ac- cepted representation, and in order to make the connection be- tween the mental impression and these arbitrary signs as strong. as possible.
The eye-training follows the line of the ear-training, advanc- ing gradually from simple to more difficult.
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Tune and time problems are studied separately at first, then simple exercises which involve the points mastered are sung from the chart. The pendulum is used to regulate the time, and the teacher directs for a while, till a path is beaten for the children to follow when left to walk alone. The pleasure children feel when they realize that they have learned a song by themselves can only be appreciated by those who have seen their beaming faces.
Grade II. Rote singing is continued in this grade. Each month brings its thought of season or holiday. January has been chosen as the lullaby month, and is a favorite with teachers and pupils. Then, numerous lullabies are learned-old favorites and selections from standard composers. While but one rote song is required a month, the grade teacher may make additional selec- tions for her class, subject to certain restrictions.
Besides the pleasurable element, this rote work, when done properly, has a great educational value. The same method of teaching is used as in the first grade. The steps are as follows :-
1. Teacher sing's whole song.
2. Children listen while teacher sings first phrase often enough to make a clear impression.
3. Children imitate to test accuracy of impression.
4. Correct, if necessary, repeating whole phrase, or part that is incorrect.
5. Children repeat several times.
6. Take up each phrase in same way till whole song is learned.
The teacher should not sing with the children, for many rea- sons. When they find that they must depend upon themselves, they listen to a purpose, and soon gain the power to "catch" a tune. Few people bring away from a concert any definite musical ideas, because they have never been trained to listen. The music goes "in at one ear and out at the other," so that the pleasure ceases with the performance.
The work in eye-training takes up that of the first grade, con- tinuing with more difficult intervals and arrangements of simple two-part, three-part, and four-part measures. Each child is fur- nished with a book. It is a great pleasure to watch the faces of the children the first time a book full of music is placed in their hands.
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Grade III. At the beginning of this year some rote singing is done, but, as the songs in the music books become more nu- merous, and the children gain facility in reading music, it is dis- continued.
The exercises for eye-training include all intervals of the diatonic scale and all possible combinations of simple measures. In this grade we expect to gain fluency in sight singing.
Two-voice singing is introduced. The class is divided, and the teacher dictates two tones to be sung together, one tone for each part at first, then phrases, till the ear becomes accustomed to the harmony. The exercises of the book are treated in the same way, as studies in harmony, the parts always being taken together, not separated, and then sung as two melodies pitted against each other, but as parts of a whole, each necessary to the completeness. Detaching the petals of a flower spoils it.
A child who cannot naturally hold the lower tones is treated with the same consideration as a monotone in the first grade, watched and helped.
Here especial care must be taken that pupils use the right tone quality. In the earnestness to hold their own part, there is a danger of singing too loudly and forcing the chest tones. While we say little or nothing about tone production, we have a constant care for the voices in all grades. We appreciate the truth of what T. Maskell Hardy has said in his article on the training of chil- dren's voices :
"Children should never be allowed to sing loudly, or quality and beauty of tone will soon disappear. Year by year, hundreds of poten- tially beautiful voices are sacrificed to the Juggernaut of 'hearty' and 'natural' singing. It is astonishing how great an improvement a little care and judicious training will effect, both in the purity of the quality as well as the volume of the vocal tone produced."
Grade IV. Having acquired accuracy and fluency in reading intervals and steadiness in keeping time, the problem for this year is to divide the beat, that is, to sing two sounds to the pulsation. The dotted note-one and one-half pulsations-and the rested half pulsation are variations to this point. As applied to the dif- ferent kinds of measures in one-voice and two-voice singing, these problems make this year of great importance.
The chromatic tones, sharp four and flat seven, are first pre- sented in this grade, and sung from easy approaches.
Grade V. The chromatic scale is presented as the new point in tune, and each chromatic tone studied in its relations.
The study of the technicalities of time is completed, including four sounds to the pulsation, three sounds to the pulsation and syncopation.
Grade VI. Here three-voice singing is begun, and, as in the introduction of two-voice work, the parts are always taken to- gether, beginning with the spelling and pronouncing of chords
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for preliminary ear-training. The voices are carefully tested, and assigned to the part best suited to them. All the points in the tune and time studied heretofore are involved in the exercises and songs of this year. The harmonic, melodic and combined forms of the minor scale are part of the chromatic work.
In following the plan we have outlined, it has been the inten- tion all the way along to lead from one thing to another so natur- ally and gradually that, in getting at the musical thought, the mind is never hampered by the mechanical process of reading notation. Sight reading is but a means to an end.
Of the quality of the material used one can judge by what a competent critic has said about the exercises and songs used :
"The author has held before pupils only the highest and purest forms of musical expression and musical thought. He has done this with such masterly skill as neither to rise beyond the comprehension of his stu- dents, nor to fail in sustaining their enthusiastic interest."
How better could a love for good music be instilled into the child than by the use of what is best during these impressionable vears?
As we pause to look back over the past year or two, we can see wherein we have progressed by comparing our work to-day with what it was. The greatest improvement has been with. us teachers. We have studied the children carefully, encouraged every sign of musical feeling, and learned to adapt our methods to their way of thinking.
With the encouragement which a retrospective glance gives us, we look hopefully into the future. More might be done in the way of bringing the works of the great masters before the pupils. In many schools we have noted the birthdays of musi- cians, sketched their lives, and had some simple selections from their works, but nothing systematic or general has been at- tempted. In some cities concerts are given for school children. Just how to make musical knowledge more general is a consid- eration for the future.
We hope by our teaching that ,we have aroused and culti- vated the love of music in the children, and so trained them in the elements that the treasures of music are accessible to them.
I cannot close without gratefully acknowledging the hearty co-operation of the efficient corps of teachers, who have been quick to appreciate my methods, and faithful in carrying out all directions, laying aside personal opinions, and entering into the spirit of my plans. Respectfully submitted,
CHARLOTTE D. LAWTON.
Schools and Public Library. There is no city in the state, if there is in the country, that is doing as much as Somerville to establish the reading habit among its youth. 3 The liberal and
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progressive spirit shown by the managers of the Public Library, the exceptional facilities accorded teachers and pupils in the use of its books, the opening of a children's room in the Library, and the interest shown by teachers and the assistance and stimulus given by them are rapidly creating a taste for reading in the young that must go far towards their improvement. Nothing that the genial librarian can do to bring books and readers to- gether is left undone.
Books called for by teachers are willingly bought, and con- stant help is given to inquirers by the assistant in charge of the school side of the library work. Moreover, facilities have been given freely for an exhibition of the art work of the schools, and later on a room was given up to the display of the products of the skill of children in the vacation schools.
Too much stress cannot be laid upon the importance of this correlation of library and schools. They are the two great agen- cies of popular education, and each may supplement the other, one affording opportunity, and the other guidance and encour- agement.
During the year 5,171 volumes have been circulated in the schools, while 100 libraries of 2,610 volumes have been located in different school buildings easily accessible to pupils of all grades.
Condition of the Schools. Much has already been said in this report regarding the material and financial condition of school interests, as well as concerning certain phases of the work that is being done. Were there time, it might be interesting to survey the entire school field in detail, showing what is attempted and what accomplished. But even this would be unsatisfactory, for the most important work of school and teacher is upon character, and can only be seen and tested when, later on, the actual con- flicts, and obstacles, and temptations of life are encountered. It may perhaps suffice to say here that in all departments the year has been one of steady and, on the whole, satisfactory progress. No radical changes have been attempted. The effort has been carefully, if conservatively, to follow the beaten paths that lead to practical results. The ideal has not been realized, and. we trust, may never be, for "A man's reach should exceed his grasp, else what's heaven for?"
It is safe to say that among our educational forces there is a constant striving for better things. A few may feel that they have reached the summit, but the great majority are searching for the new and better way. The child, with his infinite possi- bilities, how to train his undeveloped faculties, how to inspire the right motives, how to regulate his choices, how to control his will, how to give him command of himself, how to lead him to form correct judgments, how to toughen his moral fibre so that he shall stand in the hour of trial, how to mould his character that he shall be always manly, and pure, and true, and become
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wise and useful,-all these things furnish the progressive and aspiring teacher inexhaustible opportunities, to say nothing of the question of the best methods of teaching geography and arithmetic.
It is pleasing to note, as a sign of better days, that parents and teachers, the home and the school are coming into greater accord, and uniting with a common purpose to secure a common end. But there is need of greater sympathy and closer union. In these days it is often true that they that be against the child are more than they that be for him, and all agencies that are for him should be in hearty co-operation.
The discipline and methods of control in our schools are steadily tending away from the use of external force towards the exercise of moral power existing in the personality and character of the teacher. The will is being reached and guided by appeals to higher motives, and the power of self-control is being devel- oped. The ability to do this, however, is innate, and some teach- ers still are forced to govern the child from without rather than from within himself.
Conceding the general excellence of our schools, it is perti- nent and proper to ask whether they may not be improved. It would be deplorable if this inquiry could be answered only negatively.
Certain material changes in the line of improvement have already been suggested. In some schools there is need of addi- tional appliances for instruction,-reference books, maps, appa- ratus. Possibly modifications of our courses of study would be advantageous. The proposed introduction of manual training and cooking, even in a simple preliminary way, as suggested by the drawing supervisor, will be a step ahead. Surely there would be a gain in increasing the facilities for individual instruction, in not yoking together the quick and bright with the slow and plod- ding, in a differentiation of requirements, in giving genius a chance to follow its bent, in affording the weak an opportunity commensurate with their ability. The employment of additional supervisors would be of decided advantage, if it could be afforded. There is need of a revival of interest in the subject of physical training, an unvarying method having been rather monotonously followed for a dozen years. A supervisor, even temporarily em- ployed, would infuse new vigor in this important direction. Some cities have found a wise supervisor of reading and another in nature work a means of arousing new interest and securing better results. It may, furthermore, be said, in all modesty, that it might be better for the schools if some way could be found to relieve the Superintendent from certain duties that are less di- rectly connected with legitimate supervision, that he may have more time to spend with teachers in the schools.
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