USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1923 > Part 7
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will allow of moreeffective work and induce, without doubt, a larger number of children to continue their education beyond the grade work. The town should provide a High School plant of which it can justly be proud.
An examination of the statistical report of the State Department of Education shows the following facts in regard to this department as compared with other departments in the State. Of the 355 school systems in the State, Braintree ranks 210 in its valuation per pupil which is $5745.00. This means that of all the municipalities of the State there are but 145 having a lower valuation per pupil and this condi- tion is found in a town of such size in the State that there are but 62 which are larger. Braintree ranks 252 in its expenditure per pupil which was $71.70. This means that there are but 103 systems in the State where a smaller amount per pupil is spent.
In connection with a consideration of the financial side of our school system and appropriations, I wish to ca l attention to the reimbursements received amounting to $21,027.07, which reduced the net cost of this department to $149,338.32 instead of the amount of the appropriation. For the first time this last year we were able, because of the law which became operative allowing the charging of tuition to non-resident pupils of the Continuation School, to collect $3,555.40. In addition to this collection of tuition the Town receives from the State on account of certain education- al laws operating in this State over $17,000.00. The appre- ciation of these facts should cause a continuance of the liberal attitude which has been taken toward the department in considering the amount of the appropriation to be made for schools.
It may be of interest to note that the personnel of this department consists at present of 112 persons occupying 113 positions as follows :
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60 grade teachers teaching 73 classes (11 teachers having 2 classes in her room)
(1 teacher having 3 classes in her room)
16 high school teachers
(6 of the high school teachers being commercial teachers)
3 special teachers
4 grade principals
1 high school principal
2 continuation school teachers
3 school physicians
1 school nurse
1 attendance officer
2 barge drivers
1 clerk superintendent's office
1 clerk high school principal's office
1 general repair man
1 superintendent
$6 members of the school committee
It is interesting to note that a year ago the department had but 99 where we now have 112, which gives some idea of the growth. The opening of a new grade school building of course represents a large part of the growth, but some is found in the High School. As time goes on it must be ex- pected that enlargement of the department is an inevitable consequence of the growth of the town. How many and what features shall be in the enlargement of this department in the future must be determined by the character of the community and the needs of its children. "An ounce of prevention is worth a pound of cure." Encourage, promote, and secure the kind of residents for this community that you want by offering in your schools those conditions which will attract and satisfy the people you want. Sell your town by offering something the people want. Increase
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your valuation by growing, thus providing the necessary- funds for giving the improvements you may need and want: in your school system. Braintree is situated in such a way that it must grow whether you want it to do so or not. The cute, attractive, cunning, delightful, and amusing little child whom we all admire, must grow up or die. Braintree · will not die. The child will grow up and be what it is trained to be, and reflect the tendencies of the period of youth .. Don't stunt its growth. Braintree is in this period of youth and the opportunities for training which you now offer will determine tendencies, attainments, and the character of this community in the future. Braintree teachers, schools: children and the work of the School Department is good and it is my purpose to constantly work to make it better.
A most decided contrast was presented your Superin- tendent last June from what he had to face the year before,. inasmuch as but six grade teachers resigned whereas the. year before more than four times that number resigned. However, it was necessary to secure practically as many new teachers because of the necessity of securing a corps for- the new building. This coming year I hope that there may be necessary a much smaller number of new teachers in the department.
The special reports following, I would call to your atten -- tion as they present information in regard to special fields, and in conclusion I wish to express my thanks and appreci- tion for the extremely pleasant and satisfactory conditions under which I work. These conditions are determined by the attitude of the School Committee, and whatever of success may have been attained I hereby wish to express. my acknowledgement of its attainment having been made possible only by the hearty good will, ability, and coopera- tion of my associates in this department.
Respectfully, submitted, C. EDWARD FISHER, Superintendent of Schools ..
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REPORT OF HIGH SCHOOL PRINCIPAL
January 2, 1924.
. Mr. C. Edward Fisher, Superintendent of Schools, Braintree Massachusetts.
Dear Sir: J herewith submit my report for the year 1923. School opened on September 5 with a somewhat smaller · enrollment than last year. Two reasons are, in the main, responsible for this. Last year we graduated 52 as compared · to 37 the previous year. The second reason is that the enter- ing class is about 25 smaller than last year's entering class. This latter situation is in turn accounted for by the fact that while in 1922, 168 pupils were promoted from the eighth grades, in 1923, there were only 142. There are now about 170 pupils in the various eighth grades, so our entering class : in 1924 should be considerably larger than last September.
Post Graduates 3
Seniors
57
Juniors
79
Sophomores
112
Freshmen
123
Total. 374
The addition of the portables in September relieved two · conditions mentioned in my last report - too large classes, and the necessity for pupils to study in rooms where classes were being conducted. The latter condition has not been wholly done away with, but has been greatly reduced. All portable rooms are used every period in the day, except one at which time two only of the three rooms are in use. The use of the portables has also made it possible to discontinue the use of Room 8-A as a class room, for which it was never suitable, and use it for the headquarters of the school nurse.
I feel that the work of the school nurse and the school physician will be of great value to the school. Nearly all of the pupils have undergone physical examinations, and if
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parents will only cooperate with the school nurse, defects which are disclosed by these examinations can be treated by corrective measures with a decided general health improve- ment.
The growth of our commercial department made it necessary to employ two additional teachers in that depart- ment. At present there are six who give full time to com- mercial subjects. Practically all of last year's commercial graduates are employed, nearly all of them securing positions directly through the school. We have had to turn down several requests for boys with commercial training because of the lack of boys with such training. An informal free employment agency for high school students and graduates has brought good results, and will do more when fully developed.
More than the usual numbers entered college from our 1923 graduating class, and from all reports are doing success- ful work. One of these pupils entered - with seventeen units on three year's work.
The close of school in June saw the customary exodus of Braintree High School teachers to other fields of endeavor September saw nine teachers, seven of whom took the places of those who for one reason or another resigned in June. I feel that in view of and in spite of the unstable nature of our teaching force the school is doing good work.
A few changes have been made in the course of study offered, chief of which are the introduction of spelling and penmanship. Spelling is compulsory for all pupils, every morning. The penmanship is optional, except in the case of first year commercial students, in whose case it is com- pulsory. There are about 120 taking the course. The work of these pupils shows a vast improvement and justifies the introduction of the subject. German has been re- introduced after a lapse of several years, partly for its own. value as a modern foreign language, and partly because of the growing unpopularity of Spanish.
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Our athletic interests have occupied their proper place as decidedly worth-while, but secondary to academic work. Although the teams have lost many games, I consider that the various seasons have been successful. We have a fairly good equipment for football, baseball, basketball. Under the direction of Sub-Master Lawrence, the boys have made a good showing, and have derived a vast amount of good from their sports.
The girls were forced to give up the field hockey which they began the previous year, because of the lack of a coach, and at present there is no one among the women teachers who can coach them in basketball. The girls help to sup- port the school athletics, and should have a share in the benefits. Up to date little has been done for them. I believe that in securing new teachers for next year, one teacher should be chosen who not only is capable of teaching her subjects, but who is qualified to direct the girls in their activities in the same way that Mr. Lawrence directs the boys.
The most outstanding need of the school in the way of equipment is an adequate lighting system for the main building. Practically none of the rooms are equipped with artificial lights, and during stormy days in winter the pupils are subjected to severe eye strain.
In closing my report I wish to again appeal to the parents for support in reducing unnecessary absence. The pupil who misses one class loses something which he can only with difficulty make up. Bi-monthly report cards, indica- ting the progress of the pupils are issued five times per year. They are given to the pupils about the first of November, January, March, May and the last of June. Parents should look for these reports regularly, and examine them carefully before they are returned. De"ciency reports will be given, between regular reports to pupils whose work has not been satisfactory in any subject.
Respectfully submitted, JAMES L. JORDAN,
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REPORT OF CONTINUATION SCHOOL.
January 2, 1924.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.
Dear Sir: I herewith submit my report of the Boys' Department of the Braintree Continuation School beginning September 1923.
The enrollment to date is 80 boys and a greater number of girls. In comparing this with last year's enrollment we find a decrease in the number of boys and an increase in the number of girls.
The reason for the smaller number of boys in our school this year we feel to be due to poor business in the shoe shops, especially in the boys' department of work.
Our system of work has been the same for the most part, as that of last year. We have made flower boxes, medicine cabinets, and many other articles used for the equipment of the schools. Many boys have made skiis for their own use.
We have placed a medicine cabinet in every school in the Town of Braintree, and furthermore, constructed many of the stage properties for the Teachers' Association play given just before the close of school in the spring of 1923.
Outside of construction work we have accomplished a certain amount of necessary repairing, such as chairs and sleds. Further than that we have taken up soldering, making use of it in repairing dish pans, wash boilers, and other metal utensils.
At present our work is confined to wood-working, but we are still in hopes of having some much needed power machinery in the near future.
This year the boys have placed in our department an electric test board for the purpose of studying, in an elemen- tary form, the science of electricity. This enables them to
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be useful at home or elsewhere in repairing minor electrical appliances.
We have tried to vary our course of work with an inter -- esting discussion each day of the various up to date political questions and other current events. In this way we hope to- broaden the minds of the boys and avoid confining them too closely to manual arts alone.
, The boys are interested. We feel that this in itself is. the worth while accomplishment. We now hope that the people of Braintree will help us to retain and sustain that. interest.
Respectfully submitted, RICHARD W. JOHNSON.
REPORT OF CONTINUATION SCHOOL
January 2, 1924.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree,
Massachusetts.
Dear Sir: I herewith submit my report of the Girls' Department of the Braintree Continuation School.
The classes began in September, averaging fifteen in number. The girls are regular in attendance and for the most part, enthusiastic and appreciative. The response is. very gratifying where individual attention is given.
The work in sewing has been practical and extensive. In the last four months, we have made four hundred yards of material into garments, beginning with plain aprons and simple underwear, advancing to all kinds of dresses and woolen skirts.
Cookery, with our splendid equipment comprises the planning, cooking, and serving of practical meals, beginning: with simple breakfasts.
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In the academic work, we study Hygiene, Arithmetic, English and Civics in order to lay a foundation for better, happier homes and healthy, thrifty citizens.
The entire work is of a most practical, directly useful, general improvement nature.
Respectfully submitted, MARION MCLELLAN.
REPORT OF ART INSTRUCTOR
January 2, 1924.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.
Dear Sir: I herewith submit my report for the year ending December 31, 1923.
The outline of my art work in the schools of Braintree has changed little from the preceding year.
In all the grades I emphasize the learning and memori- zing of some practical and useful shapes and symbols, as birds, animals, trees, houses, vehicles, etc., so that when the opportunity arrives to correlate drawing with geography, history, reading, or arithmetic, the pupils have something definite on which to build. This will lead to some creative drawing and will make the pupil resourceful and less depen- dent on the teacher. In the lower grades it gives the classes the advantage of using the sand table for may interesting scenes. A course of study for each subject would be a decided gain in the development of this correlated illustra- ted work.
Printing is quite essential. In preparation for holidays and social events lettering is given its full time. During October I was more than pleased to have a definite purpose for this work, suggested by the Health Campaign and aided by the cooperation of the school nurse.
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Color and design are used in nearly every problem in each grade. Most time is spent on these as a subject, in the seventh and eighth grades. Learning about harmonious · combinations of color and harmonious arrangements of shapes to form designs. To be most practical the final results should be carried out and completed on actual appro- priate material. As a result having leather purses, bill folds, bags, card cases, or table scarfs, window draperies, or even cement flower boxes.
For the new year the teachers have each been provided with an art text book which I feel will be of much help to them and to me.
At High School the work is varied for the reason that pupils from freshman, sophomore, junior and senior classes are represented during the same periods doing both mechani- cal and freehand drawing. The freehand pupils are kept on the same kind of work as much as possible as are the mechanical drawing pupils. Only one day each week is given to the High School so that means often it requires several weeks for one well completed paper. Pencil, ink, charcoal, and color are used, the pupils often choosing their own subjects provided they meet certain requirements necessary.
The aim is to acquire a noticeable skill in handling material so that products will show careful observance and simplicity in the principles of art.
Work will be more pleasing and satisfactory to pupils and teacher when separate periods may be provided for freehand work and mechanical drawing.
In concluding I thank the School Committee and the Superintendent for their support, and the teachers for their «cooperation and willingness in following my lesson plans.
Respectfully submitted, ATHALIE HOBELL
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REPORT OF VOCAL MUSIC INSTRUCTOR.
January 2, 1924.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.
Dear Sir: The ultimate aim of education in our schools is to make better American citizens. Training the intellect alone will not accomplish this. Emotional development must be considered in order to establish a better balance in character. Music is the one subject on the schools which acts as an emotional stabilizer and makes better men and better citizens.
The fundamental training in music in our schools for the realization of this greater aim may be divided into four sections, viz., Song-singing, Music-reading. Appreciation and Instrumental Instruction. I shall only deal with the first three as Mr. Lewis has charge of the instrumental work.
The aim in our song-singing is that every child shall secure free and correct use of the singing voice and pleasure in song as a means of expression, and that every child may have acquired a repertory of songs which may be carried into the home and social life.
There is a well marked improvement in the tone quality this year. No feature of the vocal work with the children. is more important than training them to sing with a light musical tone. A free natural play of the child's voice ir duces this quality and it paves the way to a deeper and fuller ex- pression of the emotions in later years. We have taken more time the past year for song-singing for the pure joy of singing. If this is well done it becomes an inspiration for the day, a mears toward a higher appreciation of music, ar incentive for learning to read music, and an opportunity for such- training in community songs, as add greatly to the school and community spirit.
The aim in music-reading is to develope the power to read music at sight, in any key, class-wise and individually : to include any of the measures and rhythms in ordinary use; to contain any accidental signs and tones easily introduced. also a knowledge of major ard minor keys.
This work in reading music varies greatly in the different schools. Many, however, are up to the best standards. Music-reading is started the last half of the first year and
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cor tinued through the pupils' school career. If any one doubts the importance of music-reading, we have but to look at a sister art, language reading. Every educator agrees that children must learn to read language. Anyone would be branded as a half-wit at once who even suggested that it is unnecessary for a child to learn to read language. Practically all his knowledge is acquired by reading. Even ir kindergarten they begin to read and educators say, - fine. Music illiteracy is just as fatal to musical knowlege as inability to read larguage is fatal to general knowledge. The drills in music are more simple and brief than those given ir the language lessons.
In many of our schools there is much enthusiasm shown in the technical work. A singing period without a lesson in music-reading defeats its own purpose even as the joy of singing is soon lost if progress is not recognized. The child who learns to read music is far better equipped to appreciate good music, and more likely to be an intelligent and respon- sive listener, thar a child trained in any other phase of music. Ability to read music is much more difficult to acquire than reading of other languages. A greater number of mer tal processes are involved and the successful reading of music requires a mental concentration that is difficult to obtain.
Interest in chorus singing and music-reading in the seventh and eighth grades has been much aided by the new supplementary books. However, more material is badly needed throughout the grades. Much valuable time is lost shifting the music books from room to room.
The aim in appreciation of music is to develope a love for good music and an intelligent understanding of the best in music. A certain amount of appreciation can be taught through our rote songs, folk songs, patriotic, art, melodies from opera and oratorio, but if we would secure a broad conception of the real meaning of music we must not limit the pupils to only those things which he can sing, but sup- plement his own powers of accomplishment with the 'earning ·of much music far beyond his power to perform. By means of educational records a broad channel is open to us through which we can acquaint the pupils with the best musical literature. Listening lessons will not only strengthen the musical pupil but prepares the less gifted child who can take in more than he can express, to become an intelligent listener, :a lover of music though unskilled as a performer, and obser-
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vation has shown that this type of music lover far out num- bers the other. Very little is accomplished in this phase of the work on account of the small number of education records found in the schools.
The aim in the chorus work in the High School is to r nder better types of sacred and secular compositions with simple harmonies and rhythms which are within the collective capability of the school correctively and tastefully,and to avoid massive oratorio choruses that will be a severe tax on the voices. There is a plan under way to utilize the orchestra to accompany the chorus for a short period in community songs each week. These songs will include American songs of the folk and ballad types and melodies.from the master composers. It is my desire that we might present a light operetta each year. Not merely to entertain the public. but to give the pupils the opportunity to give expression to music ability. and at the same time encourage our youth to use their musical talents to give pleasure and benefits to others.
In summing up the aims of music we must say that while training and music-reading are vital and indispensable as a means for gaining a mastery of the language. the fact re- mains that these activities merely open the doors through which the storehouses of musical literature may be entered and their treasures revealed and enjoyed One of the highest aims of music is to stimulate thought, which shall create ideals. Dr. Eliot voiced a vital truth when he sand !.
"The world is still governed by sentiments and not by observations, acquisition and reasoning and national great- ness and righteousness depends more upon the cultivation of right sentiment in children than anything else."
Respectfully submitted. INGRID E. EKMAN.
REPORT OF THE DIRECTOR OF THE SCHOOL ORCHESTRAS
. January 2, 1924.
Mr. C. Edward Fisher, Superintendent of Schools. Braintree. Massachusetts.
Dear Sir: I herewith submit my report as Director of
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School Orchestr as.
This department of instrumental music was instituted throughout the schools this year and has met with such a response that is truly gratifying.
The training of these young children on their various chosen instruments was not however instituted with the sole object of making professional musicians of each and every one, but rather to reveal to them thru their efforts and resultant ability; a keener appreciation and therewith an added joy of being able to perform, by reason of their own hands in groups as an orchestra or otherwise, music of a social and educational value, calculated to be of an inspira- tional nature to them, a source of pleasure in the family and consequent far reaching influence in the community. The response on the part of the pupils in point of number and interest bear sufficient proof and testimony of a cultural need for a richer program of music for our young people, many having availed themselves of the rich opportunity to acquire instrumental instruction as offered by the school.
The zeal and enthusiasm with which they present them- selves at the classes is an encouragement to any parent, teacher or person who observes the work.
The results obtained have been correspondingly success- ful, begin ners are taught the fundamentals of the different instruments, standard methods being used, the one for the violin (being the greater number) is the Municipal Loose Leaf Method, by William Ortman, a systematic method for violin teaching, approved of, and used by the Board of Edu- cation among 1500 children of the city of New York as taught by Dr. Frank R. Rix, Director of Music, and now univer- sally used in the foremost schools elsewhere.
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