USA > Massachusetts > Bristol County > Attleboro > Reports of town officers of the town of Attleborough 1923 > Part 13
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ANNUAL REPORT
Organizations.
School Orchestra. School Band. Glee Club. Mandolin Club. Story Telling Club. Spanish Club.
German Club. French Club. Hooks and Crooks. Blue Owl Association.
Poetry Club.
Recommendations.
School Library-The importance of the school library has increased to such an extent that it will soon be necessary for the librarian to devote all of her time to the High School. An annual appropriation of twenty-five cents per pupil should be made for reference books, magazines and newspapers.
Free Hand Drawing-The free hand drawing room should be open five days a week, and not three as it is at the present time. This would necessitate employing a teacher on full time. . This would give us an opportunity to make the work broarder, more practical and accommodate a greater number of students.
Gymnasium Apparatus-We are giving physical training, at the present time, to about 650 students in the gymnasium. The efficiency of this work has been greatly hampered for lack of apparatus. The fol- lowing apparatus should be placed in the gymnasium: Two horses, two bucks and two parrallel bars. Apparatus for corrective work should be placed on the floor at an early date. One-half point credit should be given for this work.
Music-At the present time credits toward graduation are given for piano. This ruling should be made to include training on all the instru- ments used in the orchestra. Appropriations should be made for the orchestra, band and glee club. This should cover, at the least, the cost of all music.
Ethics-I wish to recommend strongly that a course in Ethics be established in the high school next year. A course in Ethics properly outlined would give us an opportunity to impress upon the minds of the pupils the different phases of Ethics, and keep constantly before the pupils the organization and ethics of our own high school. The boys and girls of this generation should be trained in fair and thorough thinking and in establishing a clear conception between right and wrong.
Mechanic Arts-The work outlined in the College and Technical Curricula answers the purpose, and prepares our boys and girls for the best institutions of higher learning in the country. We have still a larger class of boys who are not interested in this work or naturally adapted to it. Then the only natural thing happens; they become discouraged, cancel their registration in the high school to take the first job offered them, and the city of Attleboro has lost another opportunity to develop a better and more useful citizen. If this large group of boys, which contains some of the best material in the high school, are entitled to an education it is the duty of the city of Attleboro to make this possible.
A Suggestive Mechanic Arts Program.
First Year. Commercial English Shop Arithmetic. Carpentry. Mechanical Drawing .
Third Year.
Commercial English. Shop Physics. Automobile Engineering. Gasoline Engines. Electrical Wiring. Mechanical Drawing.
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Second Year.
Commercial English. Commercial Arithmetic.
Algebra and Concrete Geometry. Iron Working.
Mechanical Drawing.
Fourth Year.
Commercial English. U. S. Constitutional History. Industrial Chemistry. Mechanical Drawing. Trade.
During the school year, arrangements should be made when pos- sible, so that these students can get practical experience in the work they are doing in the different shops in Attleboro. This work is not given with the idea of teaching a trade, but rather of giving the boys an opportunity to discover what they want to do as a life work, and at the same time keep them in school.
Marking System.
The use of percentage or of any numerical scale should be dis- carded for the following reasons :
It is not possible to indicate degrees of attainment with such mathe- matical precision as is conveyed by a scale having 100 or even 10 to indicate perfection.
The notion that a student should be promoted when, and only when, he has accomplished seven-tenths or any other uniform fraction of the work fails to take into account the types of material involved, habits, powers, and interest which can not be measured in percentages.
To be satisfactory, a system of marks should answer the following questions :
Is the attainment in the subject
1. Of high excellence? Such as is ordinarily secured by only about 5 or 10 per cent of the class.
2. Good and satisfactory? This ordinarily means work above the average. This is a grade that would warrant certification for college.
3. Such that the pupil may proceed in the subject? This may be called a qualifying mark. This mark indicates that a thorough founda- tion has been secured in the subject, and that the pupil may undertake the work of the next year with reasonable success.
4. Has the pupil secured results in his own education such that he should have passing credits for the course, even though he should not continue with the subject ?
The following system of marks meets the above requirements :
A Superior Work.
Warranting certification.
B Good Work.
Warranting certification.
C Fair Work. Entitling the pupil to proceed in that subject. D Entitling the pupil to credit, but not entitling him to proceed in that subject.
F Failure.
Respectfully submitted,
CHARLES O. DALRYMPLE.
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Report of the Director of Continuation Schools.
Mr. Lewis A. Fales, Superintendent of Schools:
I herewith submit my fourth annual report of the continuation school.
No longer than five years ago the continuation school idea was new to almost everybody, as there were only a few such schools in the coun- try. At the present time, twenty-five states have continuation schools. This rapid increase in the number of states that have adopted continua- tion schools would seem to prove that the part-time school has come to stay. This type of school is practically the only agency that is to deter- mine the needs of the working minor, and it shows promise of being equal to the task. At the present time, when there are so many agencies that tend to attract from studious ways those who are no longer under the influences of the regular schools, there is great need of a part-time school, in order that these working boys and girls may be shown their relation to society and helped to select their vocation in life.
Since September, we have enrolled 224 boys and girls. The atten- dance is satisfactory. There is very little absence, except on account of illness. This is due to the splendid co-operation of the manufacturers and the fact that we require the absence to be made up.
The program of the school does not differ materially from that of last year. In the academic department, English, hygiene, civics and arithmetic are given special importance. Letter writing takes the form of real correspondence. During the year, we have taken groups of pupils to the library, that they may become acquainted with the oppor- tunities of that institution. The assistance of the librarian has been a real service.
We still continue the cooking and serving of meals, canning of many kinds of fruit and vegetables, making jelly, marmalade and conserve. The pupils are taught to keep a budget, to find the cost of meals, and the difference in price between home cooked products and those pur- chased at stores. The whole problem of marketing is given careful con- sideration. One half of the year is devoted to sewing. They learn simple stitches, to use the machines, and the best materials to use for their garments. The latter part of their course, they cut and make articles of underwear, and learn simple dressmaking. A study is made of all mate- rials used, that the pupils may become familiar with their origin and how they are prepared for market.
The jewelry class has continued the making of the metal box that was started last year. A new pupil will make a stick pin, a brooch and a belt buckle, and thus get some experience before he starts on the larger and more difficult work of making the box. The State has pro- vided us with a die, so that we can now shape the box with one opera- tion.
The household arts course for the girls seems to give them the kind of training that will be of benefit to them in the near future. It teaches them some of the essential duties in the care of a home, in which every girl has or will have a part. But the jewelry course does not reach all the boys, for many of them are not employed in jewelry shops. Some of them work on farms, in cotton mills, as clerks in stores, etc. If we could give them a choice of one other kind of work, it might be of great "ene- fit to them.
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We still need a small amount of equipment, and I recommend the appropriation of four or five hundred dollars, so that these pupils who have been deprived of an advanced school training may have the best that a part-time education may provide.
Respectfully submitted,
MILTON P. DUTTON.
Report of the Director of Americanization.
Mr. Lewis A. Fales, Superintendent of Schools:
Herewith is submitted my first report as Director of Americaniza- tion. The word Americanization is a much misunderstood term. A short definition which includes all that Americanization implies is impos- sible. All that Americanization means to me is the making of good American citizens. What constitutes a good American citizen may be summed up in these words: a good American citizen is tolerant of others' views, has high moral standards, is hospitable, generous, and progressive, has a zeal for education, a respect for law and order, par- ticipates in the civic life of the community and is thoroughly patriotic.
If we accept this as our idea of what a good American citizen should be, we must admit that some native born Americans need to be Americanized.
According to the best information obtainable, there are undoubtedly in Attleboro one thousand men over twenty years of age who are not voters. These people, if citizens, are neglecting their duty and missing one of their greatest privileges, a privilege which the foreign-born are eager to secure. It is a part of the work of every teacher of Americani- zation to lessen, if possible, this feeling of indifference on the part of so many of our native-born people, as well as to teach English and the ideals for which America stands to the foreign-born among us.
Unfortunately there are still people, who, because of racial preju- dices, feel that we should spend no time, money or effort to educate foreigners. They are not aware that thousands of foreigners who have become naturalized citizens have held public office in the United States. Among the thousands who have served America, we find such men as James J. Davis, Secretary of Labor, born in Wales; Franklin K. Lane, Secretary of the Interior, born in Canada; William B. Wilson, once Secretary of Labor, born in Scotland; Senator Knute Nelson, born in Norway; Oscar S. Strauss, Ambassador to Turkey, born in Bavaria ; Henry Morgenthau, Ambassador to Turkey, born in Germany; Jacob Riis, Park and Playground Commissioner in New York, born in Den- mark, and many others equally prominent.
Americanism is not a matter of outward form but of inward feeling. We have no right to expect that any one shall lose all love and reverence for the native land, but we do have a right to expect that all who come to America from other lands, shall respect her laws, shall learn her language, and shall become loyal American citizens. It is our duty to assist such people in every possible way to comply with these reasonable requirements.
The U. S. Census of 1920 shows that there were in Attleboro 4,723 people from foreign countries, nearly one-fourth of the entire popula- tion. Of these, 764 men and 945 women were known to be unnaturalized ;
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over 1,700 non-citizens in Attleboro. The census also shows 419 persons twenty-one years of age and over who are illiterates. The evening schools are doing a wonderful good in reaching some of these people, but there are many more whom it might and should reach. Many per- sons, ignorant of English, are diffident and unwilling to let it be known. They often have a desire to learn, but they have a natural dread of starting in school, for which we can not blame them. Such people need only a little urging by a sympathetic, trained worked to induce them to enter school. The problem then becomes a matter of giving them prac- tical, useful English, and encouraging them to continue. It is my firm conviction, based on several years' experience and the testimony of other workers, that the school must be taken to these people; they will not. to any great extent, seek the school. This has led to the altogether too common belief that they do not care to learn, when really they often have a deep hunger for learning. A trained worker who can devote full time to a systematic canvas and follow-up of these people would induce many more to seize the opportunities presented to them.
A very inadequate canvas of the districts in which the Bliss and Richardson Schools are located, shows at least one hundred persons of whom some are unable to speak English, some are unable to read Eng- lish, and some are unable to write English. To anyone interested in this work, it seems negligent that these people are not being reached by the school. Afternoon classes, when the older children may care for the younger, would allow many of the mothers an opportunity which they do not now have. Women's clubs could perform a real service to this city by interesting themselves in some such work as enrolling these mothers in classes, under the direction of the school department. The manufac- turers, through the Chamber of Commerce, might make a study of the need of factory classes.
The plea is often made that the expense is great, the cost is prohi- bitive. Does this argument not seem strange, in view of the fact that in the United States in 1920 $1.05 was spent for cigars and cigarettes for every dollar spent for education? The value of the automobiles owned in Massachusetts in 1920, figured at the very low average of $500 each, was more than three times the amount spent by the entire State for education. We hear it urged upon our people that education pays, yet they think it hard if they are asked to pay for education.
A great Americanization movement is sweeping the country. To Americanize America, we must keep at it all the time. Five things are absolutely essential to make this work effective: the vital interest and support of the public, competent leadership, co-ordination of all agen- cies under public direction, good teachers, adequate public funds. Some of these we are fortunate in possessing. Those which are lacking, we must sooner or later secure, in order to carry on effectively the work in this city.
Respectfully submitted,
A. IRVIN STUDLEY.
Hebronville School.
Mr Lewis A. Fales, Superintendent of Schools:
The extra activities at the Hebronville School for the past year have included six classes in Practical Use of English, six Millinery classes, four classes in Dressmaking, five classes in Basketry, a Branch of the Public Library, Girls' and Boys' Clubs, Boy Scouts and socials held monthly. These classes are given in units of ten lessons each.
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The weekly program at present is as follows :
Monday, 7 :30-9:30. Dressmaking and Basketry.
Tuesday, 4:00-5 :30. Public Library for Children.
6:00 8:30. Public Library for Adults.
7:30-9:30. Two Classes in English.
Wednesday, 6:00-7 :30. Senior Girls' Club.
7:30-9:30. Millinery Class.
Thursday, 3:30-4:30. Junior Girls' Club.
7:30-9:30. Boys' Club.
Friday, Millinery and Dressmaking.
Miss Clara F. Bourne is giving her services in Hebronville School three mornings a week as a welfare worker. Miss Bourne plans to do such work as will put the school and home in closer touch with each other. She is also doing handwork with a class of six sub-normal chil- dren. Although this work is merely in an experimental stage, it gives promise of becoming of great value to the community.
Respectfully submitted,
MARTHA J. ROBERTS.
Vacation Schools.
Mr. Lewis A. Fales, Superintendent of Schools:
The Attleboro vacation schools have been in existence nineteen years, starting in Dodgeville, 1904, for a session of seven weeks with an enrollment of 92, and an average attendance of 64. The next year, 1905, two schools were held, one at Dodgeville and one at Hebronville, with an enrollment of about 200 and an average attendance of 131. This year these schools were in session from July 16 to August 24th, with an enrollment of 249 and an average attendance of 141. It would seem from these figures that the schools meet a felt need in these two commu- nities.
This year, the curriculum was the same as last year, including sew- ing, hand weaving, cooking and canning, with the addition of basketry, which was taken out of the course during the war on account of the prohibitive cost of the reed.
In the sewing class, including girls from eight to fourteen years of age, practical articles were made, such as dresses, underwear, etc. In the basketry class, reed baskets, mats, vases, trays, and raffia baskets were made. In the hand-weaving department, dolls' caps, hammocks, marble bags, colonial mats, hot-dish mats, etc., were made.
In the cooking class, we were limited to cooking such simple things as could be made on a blue flame stove. Cream salad dressing, vegetable salad, chocolate pudding, soft custard, stuffed potatoes, scalloped pota- toes, and tomato bisque, were some of the dishes prepared. In. each case, the pupil brought her own materials, taking home each time a dish for the family dinner. Beets, string beans, and blue berries were canned by the cold pack method.
In all, over three hundred articles were completed and well finished during the six weeks.
Since the attendance at these schools is voluntary, only those pupils are present each day who enjoy the work and play which they find here, for all who come must work as well as play. In these schools, each child
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may choose a task within the range of his abilities, the only requirement being that he finish it well. Here are found happiness, courtesy, refine- ment and industry, hand-in-hand, because the pupils are performing tasks of which they may see the completion. In such an environment as these two schools furnish is to be found the ideal setting for the academic school future.
Following out our plan of adding a piece of permanent playground equipment each year, there was installed at Hebronville a set of three swings, similar to those installed at Dodgeville last year.
ยท Through the courtesy of the L. H. Cooper Store, an exhibition of some of the work was held in their window for one week at the close of the summer school. Much of the success of the exhibit was due to the attractive manner in which it was arranged by Mr. Sibley.
Respectfully submitted,
MARTHA J. ROBERTS.
The Report of the Supervisor of Music.
Mr. Lewis A. Fales, Superintendent of Schools:
The music in grades I-VII consists of training the voices to sing together with good tone. The study of music reading is graded accord- ing to the age of the pupil. Our efforts are devoted to the study of learning to read music and to interpret the song in a musical way. Many of our pupils are able to read alone at sight the simple exercises of their grade. Many more can sing alone the songs of their grade. Class singing is the principal object of our study in these grades, and will have to continue to be so until more time can be given to singing.
At the Supervisors' Convention called by the Commissioner of Edu- cation, it was voted that twenty minutes per day was necessary to pro- duce good results in School Music. I would recommend that this vote of the entire body of Massachusetts Supervisors be given careful con- sideration. The growth and interest in music during the last few years has become so great throughout the whole country that it becomes imperative that we give more time to this subject in our Public Schools.
Grade Eight.
The singing of the eighth grade as a whole is especially fine. In fact, it is the best school singing in the city. This year, we have devoted the greatest part of our time to the practice of singing; the remainder of the time is occupied in music appreciation, my object being to give the eighth grade pupils a broader knowledge of music as a cultural study.
The great problem of this grade is that of the overgrown boy and the changing voice. Our method of class singing is not enough to over- come this difficulty. I would like to devote one period a week to all boys of this type, give them more simple music and more personal atten- tion, hoping thereby to help them over this difficult period. Lacking this attention, many boys lose their voice and their interest in singing. Consequently, when they reach the High School, they are not able to enjoy singing and drop it altogether.
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Grammar School Orchestra.
A most unusual interest in orchestral instruments has developed among the pupils in the grammar grades. Owing to lack of time, I decided to combine all these pupils in one orchestra, instead of separate school orchestras.
This year an orchestra of thirty-five children from all the schools meets once a week at the High School for practice. They play the more simple music of the High School orchestra, and learn to play unusually well for such young students.
Whether they will attain this year the perfection necessary for public appearance remains to be seen. However, the training received is very helpful to the individual players, and is a splendid preparation for the goal of their ambition, the High School orchestra.
High School Chorus.
The High School Chorus of four hundred sings once a week during a thirty minute period. In this chorus, we aim to continue the practice of part singing. We work under a serious disadvantage, in that the class is too large to handle advantageously. Another serious difficulty pre- sents itself during the last term, when the singing class is discontinued entirely in favor of the senior class, which has to be trained for gradua- tion.
I recommend that the senior class be trained separately throughout the year in preparation for graduation, and that the other classes sing together in the regular music period. I believe the time has gone by when pupils should be excused from singing in High School.
Glee Club.
The Glee Club meets once a week after school. No credit is given in this course, and for this reason few of the upper classmen belong to it, because they feel that they cannot devote their time to a course with- out credit.
The Glee Club has performed very acceptably at the orchestra con- certs and the various school functions.
This organization provides the opportunity for solo work, and many of the members have appeared as soloists in the morning assemblies.
The High School Orchestra.
The High School Orchestra is composed of sixty members, approxi- mately one-tenth of the High School enrollment. This course is probably the most popular course offered in Public School Music.
The orchestra student receives one point and a half a year for forty-five minutes practice three times a week after school hours, and also public appearance at various school functions.
The method of loaning instruments owned by the orchestra to those pupils who desire to learn to play them and belong to the orches- tra, has been instrumental in increasing the popularity of this organiza- tion.
With the money earned this year at the orchestra concert, three mellophones (American made French horns) were purchased, as well as several musical selections.
The orchestra was greatly enriched by the addition of a bassoon, presented by the Athletic Association, and also an oboe and bass viol,
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presented by the Richardson School Fund. Several of our public-spirited citizens have presented music to the orchestra, which was certainly greatly appreciated.
I would recommend that a definite sum of money be appropriated each year by the School Committee to buy music for the orchestra, leaving the money which the orchestra earns at its concert to be used to buy instruments.
Credits for Outside Music Study.
Forty-seven piano pupils and two vocal pupils have signified their intentions of receiving the school credits for outside music study, and according to reports received, they are faithfully endeavoring to meet the requirements of the school.
There is no reason why this should not be extended to include all recognized orchestral instruments. In other cities where outside music credit is given, it is customary to have a class in music theory and elementary harmony for those pupils who are studying musical instru- ments. This class should be given in regular period in High School, under the direction of the Music Supervisor.
In talking with the piano teachers of the city, I find there is quite a divergence of opinion in regard to theory work, some doing more, some less. They all agree that a uniform class of this kind would be most helpful.
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