USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1933 > Part 7
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The work of the band was resumed in Septem- ber with the idea of having them play at the football games, and a creditable organization was able to ap- pear and play at most of the games. The orchestra is also active, and two groups of pupils, one of upper- classmen and one of freshmen, are interested in chorus work.
The school magazine, "The Wampatuck" has continued to put out its usual high-grade publication. Several clubs such as the Hi-Y club, Rifle club, Ger- man club, etc., are active and offer interest to a diver- sified group of students.
CONCLUSION
As usual I would like to close this report with a word to parents of pupils of high school grades. Five times per year with no exceptions, rank cards are is-
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sued to all pupils. The dates of these are approxi- mately November 1, January 1, March 1, May 1, and two days after graduation. Special reports, known as deficiency cards, for pupils whose work is unsatis- factory for any reason, are also sent out at the fol- lowing approximate dates: October 1, December 1, April 1, June 1. Both report cards and deficiency cards require the attention and signature of the pa- rents or guardians of such pupils, and should be re- turned by the pupils promptly after being signed by the parents. You can help the school very much by looking for these cards at the intervals stated above, by inspecting them, and promptly returning after sign- ing. Your signature does not necessarily indicate ap- proval of the card's contents, but simply that it has been seen and examined by you. All teachers are glad to receive constructive criticisms on the reverse side of the deficiency cards and the Principal is also willing to co-operate and to arrange appointments be- tween parents and teachers in the various subjects.
Respecfully submitted, JAMES L. JORDAN, Principal.
REPORT OF THE ART SUPERVISOR
January 2, 1934.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.
Dear Sir :
I herewith submit my annual report on the Art work in the grade schools of Braintree for the year 1933.
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The purpose of a course in drawing in school is. to develop in each child the desire and the ability to draw, and to develop and guide the child's sense of appreciation and beauty. Every child with a grow- ing Art knowledge will have his eyes opened more and more, and his mind and hands attuned and re- ceptive to the hundreds of beauties which nature dis- plays everywhere. To have some knowledge of the history and development of Art from the earliest times to our own, leads to appreciation and understanding. Life becomes more full, more satisfying, bringing a satisfaction open to poor and rich alike, a pleasure that riches cannot buy, and insight that poverty can- not shut out.
The Drawing Outline for the year shows the work planned to fit the needs of each grade in funda- mentals, design principles, representation, color, let- tering, etc. Drawing is a medium of self-expression in which thought, emotion, and enthusiasm are revealed which mere words can never express. Drawing is, however, not to be considered merely as a subject by itself, but also as an aid in teaching and clarifying other subjects through correlation. History, geogra- phy, and literature, regardless of grade, can be cor- related to advantage with drawing. Many projects correlating drawing with geography, history, health and literature have been carried out in the form of sand tables, posters, friezes, notebooks, dramatiza- tions, costumes, etc. Lantern slides from the Museum of Fine Arts have been shown to the sixth, seventh and eighth grades, on such subjects as Art of the early cave dwellers, Egyptian Art, Greek Art, and Ameri- can Art in and around Boston.
The largest project taken up in the fifth grade for the year was the making of animal posters to sub-
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mit in a contest conducted annually by the Massachu- setts Society for the Prevention of Cruelty to Ani- mals. This year again, a large number of children won silver medals, bronze medals, and honorable mentions for their work.
We make, from time to time, posters to advertise school activities such plays, entertainments, candy sales, etc. The upper grades can always be depended upon to produce well-arranged artistic posters for such occasions.
Early in the year the sixth grades worked on a project which was sponsored by the Forestry Conser- vation Committee of the Federated Women's Clubs of Massachusetts. Each child made a notebook which contained his own work in drawing, painting, and compositions on forest conservation. These showed a great deal of individuality and originality. A large number of these notebooks were on exhibition at the Spring Flower Show and some were entered in the state-wide contest, open to all sixth grades. The "Class Award" was won by the sixth grade of the Penniman School for the best work of a whole class in the state. A "Blue ribbon award" was won by the sixth grade of the Monatiquot School because their work was a · close second. These notebooks were all on exhibition at the annual meeting of the Federated Women's Clubs in Swampscott, where the awards were made on May 17.
Another project, sponsored by the Philergians, was an Art project for all the eighth grades in the state, in which Art notebooks were prepared, contain- ing a 1000 word essay with appropriate illustrations and cover design, on any Art subject. Some of our best notebooks were on such subjects as Architecture,
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The Works of Rosa Bonheur, Greek Art, The Sculp- tures of Cyrus Dallin, Stained Glass Windows, Paul Revere an Artist, and many others. These subjects showed a wide range of research and interest. As a result of this interest we had some very good note- books to submit in the contest. The first prize for boys for the best notebook in the state was won by a boy in the Penniman School, and the second prize for girls' notebooks went to the Noah Torrey School. These awards were presented to the children at the annual meeting in Swampscott on May 17.
I wish to take this opportuntiy to thank parents, Librarians, teachers and friends for the use of refer- ence material, books, pictures and periodicals that were of so much help to the pupils in compiling their notebooks, on both Forestry Conservation and Art Appreciation.
The regular drawing work of all the grades was shown in a series of Art Exhibitions throughout the town. The Jonas Perkins School exhibited their work the second week in May. The Noah Torrey, Pond and Southwest Schols exhibitions were in the Primary As- sembly Hall of the Noah Torrey School the week of May 17. The Watson School exhibition was held on May 24, Monatiquot School the week of May 31, the Hollis School June 2, and the Abraham Lincoln School May 31 to June 5. These exhibitions were shown at a time when some special program in the evening would bring parents and friends to the building and give them an opportunity to see the Art work of the children.
I wish to thank the teachers, principals, the superintendent and members of the School Board for
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their continued co-operation and interest in my de- partment.
Respectfully submitted,
RUTH H. JOHNSON.
REPORT OF THE VOCAL MUSIC SUPERVISOR
January 2, 1934.
Mr. C. Edward Fisher,
· Superintendent of Schools, Braintree, Massachusetts.
Dear Sir :
My schedule has been carried on in much the · same way as last year. I visit and teach in each grade class room once every week, and every week I con- - duct two choruses in the High School.
Music in my department is a many-sided subject. The various phases of the vocal music are vocal tech- nique, reading music, writing music, ear training prac- tice, elementary theory, singing unison and part songs of two, three and four parts, preparation for assembly singing, music appreciation, and rhythm training with small percussion instruments in the prmary grades.
It is impossible in a report of this length to give a complete outline of the work accomplished in all these phases of the music study. I suggest to those who would like to know how the music is carried on in our schools that they visit the classes. The children
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display much enthusiasm in the singing and I am sure, you would find it interesting to see and hear their- spontaneous expression in the music. I can only touch briefly on some of the main objectives in my work ..
The chief objective is to develop each child's. ability to sing-1, with freedom of production of tone ; 2, with purity and beauty of tone; and 3, to gain joy from the group and individual singing of musical, ap- propriate and worthy songs. The ability to sing is. one of the most pleasurable experiences of life. To. express one's emotions through song is an experience which every one should be able to enjoy. Ensemble singing always has been and always will be the funda- mental musical activity of the public schools, since it is the expression of the one universal musical talent, the ability to sing.
Along with the song work the fundamentals of music notation have to be mastered as thoroughly as is the multiplication table. While music is an art sub- ject it must also be considered a skill which can only be acquired through considerable routine of proced- . ure. By our modern methods this skill is developed in direct connection with the enjoyment of music it- self. We believe that the thorough teaching of the fundamentals of the art and the development of skill in reading in the elementary schools is the only true and fundamental basis upon which rests the entire superstructure of music and of the great intellectual, emotional, ethical, and spiritual results which we be- lieve will accrue.
In the upper grammar grades an important ob- jective is the consideration of the voice mutation and general adolescent characteristics. Vocally, these grades present more diverse problems than any other
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division of our public school organization. Boys and girls with changing and unchanged voices, each group demanding a different treatment for its proper devel- opment. It is necessary to test voices frequently and to have constant reclassification of voices, shifing them from part to part so that the boy may sing- through the entire period of mutation without the- slightest injury to his vocal cords.
Suitable song material is most important at this: age. The music must be suited in range and structure to the vocal capacities of the student. The text as. well as the music must be worthy and vitally interest- ing. Real interest in their music eliminates self-con- sciousness, minimizes physical effort and induces freedom and happiness, all of which make for better- quality.
For several years we have not had enough of this type of music to satisfy the needs of the eighth grade .. I recommend that soon as it is possible new material. be purchased for these classes.
Public performance is a musical activity that is. always regarded as a vital opportunity for the musi- cal growth in the pupil, especially the more talented pupil. Each school offers opportunity for perform- ance in the school assemblies, parent-teacher meet- ings, concerts, operettas and graduations. I conducted two of the outstanding demonstrations last year. One at the Thomas Watson School when the classes from the kindergarten through the eighth grade entertained. their parents with the songs of the regular music work. The other was at the Monatiquot School where we presented the Japanese operetta, "Princess Chry- santhemum." Miss Johnson painted the scenery which gave this musical show a very attractive back- ground.
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My schedule for the High School is the same as last year, the freshman chorus meets before school, the students from the upper classes sing in one group after school on Fridays.
There is an increase in the enrollment of seventy- four music students over last year.
In the High School we also have the problem of the changing voice. Here, also, there has to be fre- quent reclassification of voices and much care used to classify them so that no harm shall come to any by singing on a part that is not suited to his range and quality of voice.
The aim in our High School chorus is to develop vocal technique as breath support, natural and dis- tinct enunciation, phrasing, a good singing tone that is free and resonant, and artistic interpretation; all essential details for good chorus singing.
Demonstration of the fine and artistic choral singing that can be obtained from our High School students was given by a chorus of girls who sang, "Lift Thine Eyes," from the oratorio, "Elijah," at the concert given by the Braintree Choral Association, and the chorus of seniors that sang at their graduation.
Here, again, we are in much need of new song material. No new music has been purchased for the High School chorus for two years except for the grad- uations.
The type of music sung in the High School comes under the following heads: standard folk and patri- otic songs, Stephen Foster's songs and negro spirituals -- community songs every one should know-includ-
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ing an occasional humorous song and the better type of popular song, and standard High School choruses .. of a worthy type, many of which are selections from the larger choral works by the great masters. It is. truly said that in the study of music, the music itself is the greatest factor. Actual hearing and participa -. tion, rather than talk about music, are the great fac- tors in music education.
In conclusion, I wish to speak of the need of mu -. sic in education today. According to the report of our national commissioner of education, music which was once called a fad or frill is now one of the essen -- tials in education. Education is that which prepares for complete living.
In 1870 the three R's were sufficient, because we. were a rural nation; in 1890, science became import- ant because that age became industrial; 1920, health and physical training, because the high tension of the industrial and materialistic age, called for physical fitness. In 1930, the problem for leisure became the foremost challenge of education today. Leisure in the life of persons unprepared for it is as dangerous as high explosives. This depression has brought forci -- bly to the minds of many that education for content- ment, for richer living, for deeper thinking is as im- portant as the challenge for wealth and power.
In this report I have already stated how many of the phases of the song work can cultivate and de- velop the emotional and spiritual side of the child, how the inner life of song can flash an illuminating- light deep down into the child's nature. The song voice going out and out, the song life going in and in, is a direct approach to the deepest power of the indi -- vidual.
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If we can educate the present and the coming : generation in the love and appreciation of as well as an active participation in choral and instrumental music, we shall have gone a great step forward in . solving the problem of wholesome recreation.
Respectfully submitted.
INGRID E. EKMAN.
REPORT OF THE INSTRUMENTAL MUSIC
INSTRUCTOR
January 2, 1934.
Mr. C. Edward Fisher, ' Superintendent of Schools, Braintree, Massachusetts.
Dear Sir:
In compliance with your request, I herewith sub- mit my annual report.
The Instrumental Department of Music in the public schools of Braintree maintains its position and in so doing compares favorably with other towns of similar size throughout the state.
Music education is a real necessity of life, having long since passed the so-called luxury stage and no longer numbered among the fads and frills.
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For example: Sight reading is considered the" most valuable device that preparation and study may - offer, and at the same time reward to the utmost the child interested in Instrumental music. In order to , arrive at this profitable objective, the following processes and procedures are taught and constantly kept in mind.
To read intelligently, one must keep focused in . thought time signatures, must know definitely what a beat is and how many constitute the ever recurring and motivating measure structure, the shape of each note which denotes a variety of values, the pitch of every sound, the combination of fingers which pro- duce it, the proper fitting of same to other tonal com- binations among the group of players, termed "en- semble," and must do all this at a regular steady pre- scribed rated of speed, correct to intricate detail so that no faltering, hesitating, blundering or "blue ones" mar the general effect of the combined harmony or "music;" truly a process of much complexity char- acterized in a citation by Charles Eliot, president emeritus of Harvard University, as "the best mind trainer on the list."
The desire and ambition on the part of our boys : and girls to pursue this laudable exercise and accom- plishment in Instrumental Music is an ever gratifying source of inspiration. To this pronouncement must be - added the most valuable and outstanding educational factor in that this whole composite effort is funda- mentally and entirely voluntary on the part of the in -- dividual.
The following is a list of school owned instru -. ments :
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8 bass drums
7. pairs of cymbals
6 string basses
3 B flat baritones
3 E flat altos
1 bugle
1 violin
2 E flat basses
1 BB flat Sousaphone
1 snare drum
2 B flat trombones
I wish to express gratitude to the School commit- "tee, superintendent, principals, teachers, parents, and all others who through their co-operation, advice and financial donations have recognized and appreciated the results of Instrumental Music.
Respectfully submitted,
FREDERICK W. J. LEWIS.
REPORT OF PHYSICAL INSTRUCTOR
January 2, 1934.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.
Dear Sir :
Physical education activities furnish many life situations which contribute directly to the develop- ment of health habits. They create a desire and fur-
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nish the opportunity for more life in the open air, re- sulting in an increased appetite for wholesome food, greater need for rest and sleep, and better co-opera- tion in work and play. As physical directors, Miss Daughraty and I are endeavoring to give the Brain- tree school pupils the type of activity which will defi- initely work towards this aim. Our daily programs have been standardized throughout the system and every grade is carrying on similar activities which seems to meet with the approval of the school authori- ties.
The High School gym classes (boys) are increas- ing each year, with an enrollment of approximately 440 students. The continued shortened periods due to . double sessions, and unusually large classes, causes a teaching condition which is undesirable. All boys " were outfitted -with regulation gym outfits, and many were given suits when home conditions would not al- low the purchase. The gymnasium is in constant use every school day, morning and afternoon, with upper" class and freshmen (boys and girls) alternating ses- sions. After the forty-two minute gym period of va- ried activity, the boys are required to take a shower and clean towels are checked regularly. To assist in this important health measure, the school committee renewed the shower room flooring to prevent the ac- cumulation of waste water through which the bather" had to walk, fixed all the shower heads, and placed antiseptic foot dips for the control of foot ailments. " All classes during the Fall months were conducted out of doors, and regular indoor sessions commenced with the advent of cold or stormy weather. The Win- ter activities are necessarily minimized because of lack of space compared to the size of the classes, however exercises of the conditioning, corrective, for- mal and informal type are being used together with
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informal games. The elimination of varsity basketball because of the lack of time necessary to conduct this „sport, found us with the problem of providing after- school activity for more than one half of the total school enrollment. It was solved through the medium of inter-room basketball (boys and girls) and ice hockey for boys. By voluntary participation, fifty- five basketball teams are competing each week in the :school gymnasium, with team membership aggregat- ing some 425 pupils. Of this number, twenty-two "teams of upper classmen and twelve teams of fresh- men boys (275 players approximately) are playing this winter sport with eligibility rules of good school conduct, reporting for all make-up work, and school attendance as the requirements. The majority of the games are played after 4:00 p. m. daily, and the Freshmen group commences at 9:00 a. m. on Thurs- days, proving that the students are extremely inter- ested in this activity. Students conduct the games, officiate, record and time the contests, with the phy- sical directors supervising the play periods.
The Athletic Injury Fund continues to prove val- uable in assisting the students who unfortunately are injured in a school activity. This Fund secures its proceeds from the annual Boys' and Girls' Gymnastic Exhibition which is held in the school gymnasium in the Spring. About one hundred boys and girls partici- pated in the demonstration which was held May 9, 1933. Cups were donated to the best all around boy „ and girl gymnast determined by a committee of judges who were familiar with the activities.
The grade school program continues to show marked progress year after year, with the splendid co-operation of principals, teachers and pupils. Week- ly physical education programs were conducted out
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of doors in Fall and Spring, and indoor periods were continued either in class rooms or in the auditoriums whenever available. Formal exercises are being stressed this year and the results justify their contin- uance. Game equipment has been placed in every building, but the supply is inadequate for the needs of the pupils. There is much to be done in the proper construction and equipping of material for our school playgrounds.
Concerning our Health Projects of last year and the new ones of this year, I have the following report: Results of the Pedograph (footprint) Test which was given in the Grade schools, after two tests given about ten months apart:
School
Tested
Faulty Conditions
Noah Torrey
536 pr.
145-27%
Penniman
340
pr
96-28%
Monatiquot
310 pr.
100-32%
Watson
335
pr.
64-19%
1521
405
Printed instructions for corrective exercises were : given each pupil after a practical demonstration of each one, and an explanation of the condition of the foot structure. Each pupil was asked to continue the : set of exercises for a period of at least three months. The second test proved the value of these exercises because whenever the individual had followed the in- structions to any degree of regularity, the angle of the arch of the foot showed a decided increase, the neces- sary requirement for correction. There are cases on file showing an improvement of at leastº (degrees) by the consistent use of the exercises. The Pedograph is not a machine for foot correction but a sifter to
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separate the large group of children who require no further attention from the smaller group with whom it is essential to carry on corrective work. This ma- chine gives the imprint of the foot from which the . angle of the foot arch may be determined. Parents can assist with this work in the requirement of con- stant practice of the exercises in the period previous to the child's retirement for the night.
For the first time in the Braintree schools, a valid test for hearing has been given throughout the system by the writer, assisted by Miss Collins and Miss Daughraty. An apparatus known as the 4-A Audio- meter, loaned through the courtesy of the Speech Readers' Guild of Boston, provided us with the neces- sities for the initial test. This machine is a very valu- able method of surveying the condition of the pupil's hearing. It is not an instrument of exact precision, but it does seem to show as follows: The children who. pass, the test have demonstrated, first, that they have average hearing capacity ; second, that they have an average nutritional level; and third, that they have an average mental acuteness. The test consists of recording four sets of three digit numbers with each ear as received through an ear-phone. After correc- tion, only such pupils who show a loss of 9 sensation units are retested. This sensation loss expressed in another way means that a person with such a loss for any sound must move up over one half the distance separating him from the sound in order to hear it. The retest eliminates approximately 50% of those with the loss of 9 or more sensation units. The follow-up work consists of a medical examination to determine the cause of the loss, and in some cases if the defect cannot be cured, constructive things to handle it must be done-provision for hearing aids and lip reading in school.
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The annual eye test given to the High School boys showed some improvement where cases reported last year by the school nurse were attended to, but several boys showing a loss both last and this year have found it difficut to secure glasses, however, such cases have been promised attention by the school nurse, through the kindness and the co-operation which she secures from a local oculist. Of the four hundred and thirty-five boys tested, only 27 showed ·a visual loss requiring medical attention, and of this group many are being treated at this writing.
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