USA > Massachusetts > Bristol County > Attleboro > Reports of town officers of the town of Attleborough 1891 > Part 4
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ELEMENTARY SCIENCE.
I. Animals : Quadrupeds, birds, insects, fishes. Continue work of sec- ond year. Comparison of animals, their sphere or usefulness. Inculcate lessons of kindness to animals.
2. Plants; Trees, vines, shrubs, vegetables, where and how they grow; uses and values. Study planting, growth, care, harvesting, etc. Observe parts of trees, plants, leaves and flowers, and observe beauty and symmetry of form.
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3. Human body. As a whole as in previous grades ; food and drink, work, rest and recreation ; protection against sickness ; parts of the body, their uses and care; lessons and stories of proper living and good manners, 4. Natural phenomena. Extend work of previous grades, note changes of forms of water, also the effects of heat, cold, wind and moisture.
5- Minerals. Earth, soil, gravel, sand, pebbles, rocks, coal, iron, slate ; collect and label specimens and study their characteristics and uses.
GEOGRAPHY.
Our town and state ; position, boundaries, etc. ; plans and maps, bodies of land and water ; natural bodies of water in town and state; surface, drain- age, etc.
To be learned from maps, reading, etc. The world as a whole; form size, motions, etc. A continent; location, form, size, relief ; highlands, de . pression, drainage. climate, moisture, temperature, etc. An ocean ; size, parts, islands, streams and currents.
WRITING.
Much exercise in copying words and sentences from the blackboard, and selections from the reading lessons. Pen and ink introduced to be used in this and all subsequent grades. Spencerian tracing and writing book No. I to be used. Much drill in use of pen and ink with practice paper before each lesson in the book.
First Primary (fourth year.)
READING AND SPELLING.
Use third readers for drill, and for supplementary reading such books as can be obtained to assist in elementary science, language, geography and history, Spelling should be both oral and written. All new words found in reading lessons should be learned and frequently reviewed
LANGUAGE.
The language chart and Hyde's first language book to form the basis of instruction. Science lessons and reading exercises as heretofore, and the lessons in geography, which is introduced as a regular study in this grade, furnish helps in oral teaching. For written work, continue the copying of such selections as are worthy of being committed to memory. Give much instruction in letter writing. .
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ARITHMETIC.
Number work and notation, 1,000 to 1,000,000. Teach decimal system of notation. Fractions ; simple reductions, addition and subtraction, mental and written, multiples and divisors. Decimals ; to ten-thousandths, ad- dition and subtraction both oral and written. Compound Numbers. Tab- les for liquid; dry, and long measures and avoirdupois weight. Simple re- ductions, same. Mensuration ; measuring of lengths. Business Arthmetic, making bills.
ELEMENTARY SCIENCE.
Observation lessons. 1. Animals. Consider groups with reference to certain resemblances ; as flesh eaters, grass eaters, gnawers, birds of prey, birds that swim, waders, etc. Common insects. Observe growth and de- velopment, as of the butterfly, frog, etc. Natural history readers furnish material, also stories of animals that inculcate lessons of care and kindness, and caution against cruelty.
2. Plants. Continue observation and reading; classify according to their uses, for food, shelter, clothing etc; Compare parts, as shapes, veins and uses of leaves, number, form, color, and arrangement of parts of flower ; growth of leaf and flower from buds. fruits from flowers, and seeds into the new plant.
3. Human body. Rules for correct living, as correct habits, proper food and drink, play, work, and rest ; clothing, cleanliness, importance of pure air and proper sanitary conditions; emergency lessons, as stopping the flow of blood, uses of bandages and adhesive plaster, cleanliness of wounds, etc.
4. Natural phenomena. Observe effects of heat, cold, wind, moisture ; beauty of sky and clouds; storms, gales and tempests, weather peculiar to different months and seasons.
5. Minerals. Continue collecting and naming; observe one or more qualities ; collect samples of soil from hills, level country and low valleys, and compare uses and values. Expressions may include, I, of lessons in clay modeling, of geometric solids and vase forms, leaf and fruit forms in relief, and symmetrical forms in tiles, 2, of free hand drawing from models, both as to fact and appearance of form, and from natural and common objects.
GEOGRAPHY.
North America, United States, our state; form, size, outline, position ; projections and indentations ; land and water form, surface, elevation and depressions; water shed, drainage; mountain and river systems; inhabi- tants and their occupations; states, cities, civilization, government. South America. Observe resemblance to North America.
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GRAMMAR GRADES.
Fourth Grammar ( fifth year.)
READING AND SPELLING.
Drill and sight reading from authorized readers. Spelling, oral and written, words selected from reading lesson. Spelling book to be regularly used.
LANGUAGE.
Oral language work in the Grammar grades. Supplementary reading all along the grades will furnish material. Recitations in geography and history should become more topical as pupils advance. Carefully selected poems should be committed to memory and frequently recited. Written work should continue all through the Grammar grades, and should in- clude : I. A continuation of the written exercises of the upper primary grades. 2. Written exercises to follow information lessons in elementary science. 3. Composition for which oral preparation has been made in recitations in geography. 4. Studies of poems to be followed by a para- phrase or a composition giving the story. The use of the language chart and Hyde's First Language book to be continued.
ARITHMETIC.
Number work and notation. Continue to billions. Teach decimal system of notation to same. G. C. divisior and L. C. multiple. Fractions. Review reduction, addition and substraction. Teach multiplication and division. Complete fractions.
Decimals. Review fourth year's work. Extend to millionths. Multipli- cation and division. Compound numbers. Written work in reduction. All the tables. Square and cubic measures. Mensuration. Simple work in finding areas of surfaces and contents of solids. Business arithmetic. Continue bills. Teach rates per cent. 50, 25, 33 1-3. 66 2-3, 75, 100.
ELEMENTARY SCIENCE.
I. Animals and plants. Make closer study of habits of animals, con- tinue to inculcate lessons of kindness ; make a more careful study of food plants, of the effects of climate upon plants; make collection of common woods and study their uses.
2. Human body. Parts and materials which make up the human body, as walls, limbs, skin, muscles, fat, blood vessels, nerves, bones, joints, liga- ments ; study means and importance of ventilation. Drawing. Free hand from models and natural objects; free drawing to illustrate language work ; designs, applications from nature, historic ornament.
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GEOGRAPHY.
Groups of states, on plans of previous grades ; countries of North Ameri- ca ; countries of South America.
HISTORY.
A primary history of the United States, and historical readers to be used as supplementary reading.
Third Grammar Grade (sixth year.) READING AND SPELLING.
In this and subsequent grades use drill readers and authorized supple- mentary readers, selected with reference to furnishing matter for pupils in the elementary science, geography and history classes, and such as will awaken a love for good literature. Oral and written spelling to be contin- ued through all the grammar grades.
LANGUAGE.
Hyde's First Language book to be used as a text-book for study. l'ar- ticular attention to the sentence, subject and predicate, arrangement, kind, as declarative, interrogative, etc. ; the parts of speech and their uses in con- struction of sentences.
ARITHMETIC.
Much practice in fundamental operations; many problems involving fract_ ions ; decimals completed ; work of previous grades in compound numbers, mensuration, and business arithmetic extended. Work in percentage and simple examples in interest,
ELEMENTARY SCIENCE.
1. Animals and plants. Animals of different zones, their habits and uses ; study and collect typical insects ; families of plants and their distri- bution ; study of grains and spices ; collect specimens.
2. Human body. As a whole; recapitulation of parts ; name and place, connection and relation, and work of each; effect of stimulants and nar. cotics; removal of wastes, etc.
3. Minerals. Collect and observe typical minerals, metals, and rocks, natural wealth or resources of countries; action of the elements upon rocks; making of soils, etc.
4. Drawing. Free hand drawing from models, natural objects and common things; as to facts, appearances, and adap tation to design and ornament. Boys should have instruction in mechanical drawing.
GEOGRAPHY.
Europe, Asia, Africa, Australia, islands. Follow plan indicated for North America.
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HISTORY.
Give oral instruction and use historical readers for supplementary reading. Begin in regular study of authorized primary history of United States.
Second Grammar Grade (seventh year.) READING AND SPELLING.
Use authorized fourth readers and supplementary reading in connection with the study of geography and natural history. Spelling, both oral and written to be continued.
LANGUAGE.
Grammar. Adjectives and adverbial phrases and clauses; analysis of simple, compound and complex sentences; punctuation; the relation of words in sentences as indicated by inflection ; subdivisions of parts of speech.
ARITHMETIC.
Occasional practice in notation, divisors, multiples, cancellation ; prob- lems involving common and decimal fractions ; compound numbers and decimals completed; mensuration with reference to work of carpenters, masons, etc., business arithmetic, percentage and interest.
ELEMENTARY SCIENCE.
I. Animals. Distinguishing marks of reptiles, fishes, birds and mam- mals, and their distribution; typical forms of life in the sea, as sponges, corals, shell fish, etc.
2. Plants. Geographical distribution, great forests, plant products ; as gums, spices, foreign fruits, materials for clothing, etc.
3. Human body. Digestive system, course of food, mastication, time for eating, care of teeth; circulatory system; course of the air, proper breathing; effects of compression, effects of breathing impure air ; circula- tory system, course of blood, location of organs, as veins, arteries, pulse, treatment of cuts, bruises and bleeding; treatment of persons rescued from drowning, and of those who have swallowed poison.
4. Natural phenomena. Observation of meteors, sun, moon and planets; seasons, temperature, climate, force of nature, etc
5. Minerals. Useful rocks and their distribution ; distribution of coal, iron and other minerals.
DRAWING.
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Free hand and mechanical to be continued,
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GEOGRAPHY.
Physical geography of the world, as a whole, and of its parts, with details of each ; location of products, races of mankind, routes of travel and com- merce; historical, industrial and political geography of the world; first inhabitants, migration of peoples, discoveries of continents, and the develop- ment of map of the world.
HISTORY.
A careful study of the larger history of the United States.
First Grammar Grade (eighth year.) LANGUAGE.
A careful review of work of sixth and seventh years with more difficult sentences for analysis. Patterson's Advanced Grammar to be used as a text book for study throughout the year.
ARITHMETIC.
Ratio and proportion, square root and cube root, common and decimal fractions reviewed, longitude and time mensuration completed; application of percentage in commission and brokerage, custom house business, stocks and bonds, partial payments and banking.
Algebra introduced not by use of text book but by teaching some of its simple processes, and applying them to the solution of such arithmetical examples as will readily admit of it. The equation developed, and the teaching of the principals on which its solution depends.
BOOKKEEPING, SINGLE ENTRY.
First three forms to teach use of Journal, Ledger and Cash Book. One form on Partnership and one to teach use of the greater number of books used in extensive wholesale business.
ELEMENTARY SCIENCE.
I. Animals and plants; continue work of previous grades.
2. Human body. Previous work reviewed and much extended by a careful study of the subject as treated in the authorized text book on physi- ology and hygiene. Teach the pupils to know what is right in the care and use of the body, and to feel the obligation to do right. Teach the pupils to choose to abstain from the use of stimulants and narcotics because it is right, and because they desire to be upright and strong men and women.
3. Elementary Physics. States of matter, motion and force, gravita- tion, mechanical forces, pressure of liquids and atmosphere, heat, light, sound, chemical action and change.
4. Drawing. Free hand in connection with geography and other science work ; mechanical drawing continued.
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GEOGRAPHY.
Relation of earth to solar system; motions, seasons, tides, etc., general review of mathematical geography.
HISTORY.
Use authorized history of England for supplementary reading.
COURSE OF STUDIES IN ATTLEBOROUGH
HIGH SCHOOL.
TERM. REQUIRED STUDIES.
ELECTIVE STUDIES.
First Year.
Ist. Algebra. Eng. Comp. and Rhetoric.
2d. Algebra. General History.
Eng. Comp. and Rhetoric.
3rd. Algebra. General History.
Latin. Eng. Comp. and Rhetoric
Second Year.
FIRST HALF.
Geometry. Physics.
Latin. Arithmetic.
SECOND HALF.
Latin.
Geometry. Physics.
Book-keeping.
Third Year.
Ist. Chemistry. French or German.
Latin.
Rhetoric.
2d. Chemistry. French or German.
Latin.
Rhetoric.
3rd. Geology and Mineralogy. Latin. French or German. Rhetoric
Latin.
Phys. Geography.
Latin.
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Fourth Year.
Ist. Eng. Literature.
Latin. French or German . Astronomy. Mathematics reviewed.
2d. Eng. Literature.
Latin. French or German. Civil Goverment. Mathematics reviewed.
3rd. Eng. Literature.
Latin. French or German.
Political Economy.
Botany. Mathematics reviewed.
VOCAL MUSIC.
The importance of vocal music as a regular branch of school study is be- coming more fully recognized year by year, and with this recognition is felt the necessity of more systematic instruction based upon true educational principles.
That the very best results from this study may be obtained, it is essen- tial that teachers more fully realize the fact that as a means of cul- ture, the study of music is broader and more comprehensive than many other studies found in the school room.
Upon this subject we quote from an address delivered before the January meeting of the N. E. Public School Music Teachers' Association by Dr. Hagar, principal of the State Normal school, Salem, Mass.
"The importance of music, as a branch of school education is, in this country, poorly appreciated, even in communities that recognize it as one of their school studies.
"Under the most favorable auspices music is generally regarded as inferi- or in value to the more common branches; as designed to afford recreation rather than mental culture. Hence, it too often enters the school room with words of apology, doubtful of its right to enter and humbly grateful for the modicum of time and attention there grudgingly conceded to its claims. But I firmly believe that it may justly demand a consideration far higher than it has yet received, and that, upon a full examination, it will be found to present means of culture broader in scope and more comprehensive in variety than are to be gathered from ordinary branches of study. In the selection of a course of study, the question asked by intelligent men is not, 'What studies will yield the largest amount of immediate knowledge?" but 'From what can be obtained the highest mental and moral discipline ?'-a
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discipline which will enable its possessor to gather knowledge readily in any desired field, and to perform with success the various moral duties of life."
COURSE OF STUDY IN MUSIC. (Prepared by the Music Teachers.)
FIRST YEAR.
The musical training of little children during the first four or five months of school should consist wholly in awakening and developing tone perception.
The scale should be considered the unit of thought in tune and may be presented by means of musical games and pleasing exercises, so that the most diffident child will be encouraged to sing alone. Individual effort, so essential to success in music, will thus be established at the outset.
When the scale is well developed the children should have daily practice in easy scale intervals, this work in varied forms to be continued through- out the year. The common representations of the major scale should be shown as so many pictures of one object-not as several different scales ---- and the children should be able to state the signature in each and the posi- tion of one of the scale upon the staff. The sense of a rhythm should be awakened by physical touch and developed in such a manner that long be- fore the children hear the terms "two-part measure" "three part measure" etc., they may be able to give these divisions of time correctly.
"No idea of time, or the relative length of sounds can be obtained by studying the characters which represent their length. A knowlege of such characters is useless so long as a conception of their pitch or length is want- ing."
Exercises containing easy intervals already learned from the interval card should be put upon the board and the children encouraged to take part in- dividually, precisely as is done in the reading class.
Each dictation exercise in tune or rhythm should be followed by the rep- resentation upon the board or chart.
Melodious rote-songs suited to the comprehension of the little ones should be given frequently by the regular teacher or by the Supervisor of Music and at all times a correct position of the mouth and body should be insisted upon.
No marching songs should ever be given and only the most carefully selected motion songs.
SECOND YEAR.
More difficult interval and rhythm exercises should be given and a cor- responding advance shown in exercises for sight-singing upon the board and chart. Children should be thoroughly familiar with the nine common rep-
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resentations of the major scale, the signatures in each, and position of one upon the staff and should be able to recognize scale intervals readily in each.
The subject of relative pitch should be introduced.
Two-part, three-part and four-part measure should be reviewed and fixed more firmly and greater attention should be given the rested and combined beats.
The songs for this grade should be selected with reference to the work already done and should thus serve as practical tests in sight singing.
An occasional rote song may be given but too much rote singing in this grade will inevitably retard any real progress and its bad effects will be felt throughout all the succeeding grades.
THIRD YEAR.
Upon entering this grade the pupils are supposed to have all the easier scale intervals at their command,a fair degree of familiarity with the common divisions of time in two, three and four-part measure, and the ability to recognize the intervals already learned when represented in the various keys upon the staff. Added to this they have learned something of rela- tive pitch, and have, to some degree, formed mental pictures of the different representations.
The music reader should now furnish the material for sight singing and practical reviews of the work already done in the two preceding grades.
The study of relative pitch should be continued and frequent dictation exercises in interval work and rhythm should be given. Six-part measure should be taught and frequent exercises in the same given upon board, chart and in the music reader.
A few chromatic tones may be introduced in classes where the interval work has been thoroughly studied, also occasional practice in chords, preparatory to two-part singing.
FOURTH YEAR.
The divided beat in two, three and four-part measure should be taught and pupils become thoroughly acquainted with the representations.
The subject of relative pitch should be reviewed and chromatic tone should receive more attention.
Exercises and songs from the chart and music reader should be given as practical sight singing.
Two-part work should be introduced in this grade. Daily interval work throughout the year.
FIFTH YEAR.
Review divided beats in two, three, four and six-part measure, also syncopation.
Scale and interval work should be continued, each dictation exercise to be followed by the representation in various keys.
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Frequent tests in tone perception and sight singing should be given by the regular teacher under the supervision of the teacher of music.
"Teacher must be able to think musically, if not able to sing. A teacher can teach what she cannot do, but not what she does not know."
The music reader and chart should furnish the exercises and songs for this year, supplemental music being given occasionally for the sake of variety.
SIXTH YEAR.
The pupils should have constant practice in interval work and in reading music in one and two-parts. "Reading music is frequently supposed to be simply the ability to call the syllables or name the notes in the various keys; but the position here maintained is that all music is written upon the basis of tone relation (scale intervals), and that singing must be taught upon that principle ; and in order that pupils should not become cramped in their efforts to think sounds (intervals), they must, at an early stage, be taught to sing without the memory-helping syllables."
"It is not intended by this that they should be laid aside altogether, for they are valuable in elementary instruction if employed within certain lim- its."
Particular attention should be given the complicated sub-divisions of , time.
The pupils should vocalize frequently, using the syllables 100, 00, 0 and e.
SEVENTH YEAR.
The pupils should study major and minor seconds, thirds, etc., also the minor scale.
Exercises containing each new problem in pitch should be given upon the board followed by chart and book representation.
Three part work should be introduced.
Exercises in vocalization should be given daily.
EIGHTH YEAR.
A careful review of all difficulties in tune and time should be given, also the music readers and second chart reviewed, especial attention being given the marks of expression.
In this and each preceding grade, exercises for vocalizing should be given at the beginning of each lesson.
The study of tones, semi-tones, major and minor thirds, etc., should be carefully reviewed, also the minor scale.
The F clef should be presented, three-part work continued and four-part work introduced.
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ANNUAL REPORT.
When three or more classes are consolidated for chorus practice, inde- pendence in sight reading and singing can be gained only by mental work directing the voice, and consequently in taking up new pieces the work at first should be without piano or much help from leading voices.
Frequent practice in triads should be given.
HIGH SCHOOL.
Unison solfeggios with practice of scale intervals should precede all chorus singing.
This to be followed by special voice exercises for each part separately under the direction of the Supervisor of Music. The importance of good articulation must be insisted upon in chorus singing, as well as in solo work.
Musical tones with regard to quality, marks of expression, correct pro- nunciation and definitions should be carefully studied.
The class should not be allowed to sing with a piano out of tune as it injures and blunts the sensibility of the ear with reference to accuracy of pitch.
All coarse and loud singing, together with very high and very low tones should be avoided.
Practice sight singing from the music text-book with four-part songs, glees and choruses from the best masters as supplementary work under the direction of the Supervisor of Music.
Inferior or characterless music should never be used as it is detrimental to the foundation of a correct musical taste.
The frequent memorizing of songs and choruses, both words and music, tends to cultivate the pupils' power of expression and gives them a better appreciation of true musical form.
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