Town annual report of Braintree, Massachusetts for the year 1934, Part 8

Author:
Publication date: 1934
Publisher: The town
Number of Pages: 454


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done on them, and at the Abraham Lincoln School, where the largest project was carried out, over 64,- 000 square feet of additional playground area was created by blasting out a ledge on the school grounds, thus eliminating a hazard to the safety of children. The rock secured was used to build a retaining wall running north and south on North Bowditch Street, thereby constructing a retaining wall, east of which was put fill, eliminating an unsanitary and unsightly dump which was a neighborhood nuisance ad a men- ace to the safety and welfare of the children.


During 1934 new geographies and new arithme- tics were adopted for use in our grades. These new books have not been in use long enough yet to know just what benefits may be derived, but so soon this much is evident: everyone is showing a great deal more enthusiasm and interest in these subjects and this alone is bound to increase the attainments. The course of study in reading, over a year ago, was changed with the introduction of new and additional material in the first four grades. During the coming year it is a very earnest wish that the department may have sufficient funds available for much needed reading material for grades 5 to 8 inclusive.


The new material in geography and arithmetic has made necessary new courses of study in these subjects. Every other month during the school year of 1934-35 the district principals and superintendent are con- ducting meetings with teachers and cadets for the purpose of discussing the presentation of the four major subjects of our academic curriculum. Changes in textbooks always make necessary many re-adjust- ments, not only in the sequence of topics but often- times in methods of presentation. By means of these meetigs held regularly we hope to make the necessary changes with the least amount of confusion and to increase the efficiency of the work done.


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Our special classes-one in each district-at the Lincoln, Hollis and Noah Torrey schools, are accom- plishing the object of the State in causing them to be organized. Formerly these teachers divided their time between different buildings. This change, which was made beginning in September, has proven much more satisfactory and effective. I am still hopeful of seeing the opportunity for organizing classes for chil- dren who are above normal in their ability, so that they may make more rapid progress than the regular classes and save time for them in securing their edu- cation.


Based on the average membership in schools, Braintree continues to be larger than six of the cities and five of the towns which have a larger population -i. e., it is the 40th school system in size in the state, but is 282nd in its per capita cost for support from all sources. The year before we stood 260th out of the 355 school systems in the state. For the school year of 1933-34 our per pupil cost was $71.29, and the average for the 83 towns in Group II was $82.20. Our position or rank in cost per pupil was 47-i. e., there were 46 towns where the cost was more, and 36 towns where it was less.


The reports following this give more detailed in- formation relative to the various divisions of this de- partment, and with the tables give a more complete picture.


Respectfully submitted,


C. EDWARD FISHER.


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REPORT OF THE HIGH SCHOOL PRINCIPAL


December 31, 1934.


Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.


Dear Sir :


Herewith is submitted my annual report for the high school.


Figures on membership and attendance for the school year 1933-34 are as follows:


Total Membership 930


Average Membership 859 % of Attendance 95.2


The above figures show an increase in total mem- bership of 26 over the previous year, an increase of 61 in average membership and an increase of .51 in percentage of attendance.


One hundred seventy-seven diplomas were grant- ed last year. This was an increase of sixty over the previous year. The number for June 1935 will prob- ably be somewhat less since the present senior class is smaller than that of last year.


The total registration to date for the present school year is 946 representing an increase of 25 over the figures at the corresponding date last year. The registration is divided as follows:


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Boys


Girls Total


Post Graduates


23


30


53


Seniors


89


89


178


Juniors


96


105


201


Sophomores


119


136


255


Freshmen


105


154


259


Totals


432


514


946


It is interesting to note that according to the above figures the school which, for several years, has had more boy students than girls has swung strongly the other way, there being a marked difference in the freshman class particularly. Next September's fig- ures should show little change in the number of high school pupils since the eighth grades in the various elementary schools are of about the same size as a year ago. The most uncertain class for the next year will be that of the post graduate group, the number of which cannot be predicted with any degree of cer- tainty owing to the changing conditions in industry and business.


The teaching force for this year includes four members who were not with us previously. Miss Esther Paul resigned in June to be married and since her work was in the Commercial Department in which some changes in subjects offered were made, no re- placement was made for her. Mr. Christian Ehnes accepted a position in Brookline High School and his place in the Commercial Department was filled by Mr. Howard E. Batchelder. Mr. Raymond B. Chap- man, head of the History Department, accepted a po- sition in Wellesley High School, Mr. G. Vinton Jones of the afternoon group of teachers being moved up to his work and Mr. Richmond L. Scott employed to take work in Civics with freshmen in place of Mr. Jones. Mr. Vinal Good, instructor in Science and


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Mathematics accepted a position in Natick and his place was filled by Mr. Walter J. Kane. Mr. Rufus M. Grindle was added to the list of freshman teachers to take care of the increased number of classes in the English Department. The various changes mentioned above leave the numbers of the high school faculty as of the past two years and the indication's are that for the school year beginning in September 1935 no additional eachers will be required.


During the past year a few changes have been made in our curriculum. Stenography, which was for- merly offered in the second year, is now begun in the third year to allow commercial pupils to complete one year's work in Typewriting before beginning Stenog- raphy and to allow for the election of either a general or cultural subject for the second year in place of Typewriting. , A course in Oral English, open to seniors and juniors, was introduced and a course in Problems of a Democracy for the seniors. Both are proving very much worthwhile. These changes are according to the newer conception of the purpose of education which is no longer conceived of as the ac- quiring of facts but the preparation of the pupils to live efficiently in organized society with the chief aim that of the acquiring of personal character and mo- rality. The inability of youth to find an entrance into industry in recent years and the usual demand for secondary ducation have outstripped our facilities for meeting such demands.


Athletic activities have followed the usual routine. Their importance is recognized but at the same time it is realized that they are secondary to academic work. In other words, the "dog is still wagging the tail" instead of the "tail wagging the dog." To date, Braintree has been fortunate in its attitude toward athletics. To keep the interest of the players and the


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public a fair share of games must be won but the so- called over-emphasis on winning teams has never been much in evidence Braintree. No team is coached to go on the field satisfied to lose but on the other hand the boys are made to realize that defeat will come at times and that how they played the game is what counts. The loud-mouthed critic and would-be expert who stands on the sidelines and heaps abuse on players and coach alike when the home team is losing, is a detriment to any team and a disgrace on any athletic field.


Our baseball and field hockey teams maintained their usual good record. The track squad last spring participated in, and won eight meets, including the South Shore meet at Brockton. The football team this fall played by far the hardest schedule in the history of the school, winning four, tying two and losing three games. This constitutes an especially fine show- ing considering the fact that the squad members were the lightest in weight for several seasons and in all except one game were very much outweighed. Fifteen of the twenty-two football letter-winners will grad- uate in June. Football, which a few years ago was a dead loss, financially, has gradually changed to an activity which practically "breaks even" in spite of the large expense for equipment which is attached to the operation of a successful team. Our playing field for both baseball and football on Hollis Field was the best on which we have ever played in Brain- tree.


The withdrawal from Braintree of Mr. Chapman, who was track coach and Mr. Good, who was foot- ball coach, created something of a problem but the work of both groups of boys will be handled by Mr. Kane, who did a fine piece of work with the football squad during the season just passed.


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Through the winter season last year more than four hundred boys and girls participated actively in a home room basketball series and at the present time another season of similar nature is underway with even a larger number participating. This is the nearest approach to so-called "mass-athletics" pos- sible with our limited available room and coaching staff, and is most worthwhile.


For several years annual gym exhibits have been held in May at which both boys and girls gave dem- onstrations of physical education work. Proceeds from such programs have been used as an Injury Fund for pupils injured either in athletic contests or gym classes. However, the additional demand for the use of the gym for regular classes this year makes it seem probable that this activity will have to be omit- ted for lack of time for preparation.


Other extra curricula activities such vocal music, instrumental music, clubs, etc., have occupied the at- tention of many of the students. The band has played at several of our football games. The vocal and in- strumental groups combined and presented "The Mi- kado" last year before a large audience, the proceeds of the entertainment being used toward the purchase of sweaters for the band.


Education, which formerly was a specialized aca- demic form of training, now must concern itself with the many as well as the few, and practical education must supplement the more formal academic type of instruction. In this connection a new term has come into popular use in secondary school circles - guid- ance. This is simply an effort to intelligently, through all school agencies, guide the pupil into the right courses, the right ideals, manners and conduct.


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All teachers are co-operating in an attempt to make this a real service to the pupils.


Respectfully submitted,


JAMES L. JORDAN


Principal.


REPORT OF THE ART SUPERVISOR


January 2, 1935.


Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.


Dear Sir:


Art education is of vital significance today be- cause it makes a most important contribution to the more worthy use of leisure time. For the large ma- jority of people the chief value of Art education in the past has been to enable them to appreciate and enjoy Art in great masterpieces and in its manifold expressions. With the working days fewer and shorter, and the margin of leisure greatly extended, an increasing number of people are becoming inter- ested in Arts and Crafts for recreation. Witness the many adult classes in Arts and Crafts that have been organized to fill this need for leisure time activity. It is important that the future citizens, who are now in our schools, have abundant resources for making the most wholesome and worthy use of their increased leisure. Our courses of study must meet this new


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need and take on the added responsibilities of new interest and activities. Mr. B. G. Graham, Superin- tendent of Schools in Pittsburg, Pennsylvania, has aptly summarized it in the following statement: "Art education in the schools holds a most important position not only because of its ethical and aesthetic values, but also because it has a practical and voca- tional bearing upon the processes of education, lead- ing the child to keener enjoyment of leisure time and opening the path to finer recreation."


Art is, however, not only for leisure enjoyment but is a definitely recognized aid in teaching other subjects in our modern system of education. Draw- ing and Art work are filtering into all subjects in the curriculum. Our course of study in drawing offers many opportunities for such correlations. The work in drawing is carried out by the teacher from outlines which I prepare that suggest various correlations and projects, suitable to the interests and talents of the grade. The drawing outline in each grade aims to- ward the development of a certain amount of skill, and knowledge of color and design principles, which advance with the pupil year by year. This skill may be in varying degrees, but it has been said that all members of the human race have an appetite for beauty, which is unsatisfied by anything that is other than beautiful. It is this craving we aim to nourish and foster, and guide in the right direction. We are living in a time when Art is not a thing set apart for a few, but enters into the experience of every person in his every day of life. I quote from an article in a recent Saturday Evening Post: "Our nation has been on the receiving end of a cultural movement the like of which would be hard to imagine. All schools, all the magazines, the newspapers, and the movies, have been indoctrinating people with the idea of beauty in person, in clothing and in background, until they


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have developed an appetite for such things beyond ordinary comprehension."


The grade children's Art. Work work was on ex- hibition in the spring in the various schools. The dates of the 1934 exhibits were as follows :- High- lands School April 12; Penniman School April 26; Noah Torrey, Pond and Southwest Schools May 1; Jonas Perkins School May 1; Thomas A. Watson School May 2; Abraham Lincoln School May 7; Mo- natiquot School May 10; and Hollis School May 15. In each school with the exception of the Monatiquot and Hollis, the exhibit was arranged to be ready for showing at the last Parents' and Teachers' Associa- tion meeting of the year. In the last two schools mentioned, a special evening entertainment was ar- raged for the parents, together with the Art exhibit. All exhibits were on display from a week to ten days to give everyone who wished an opportunity to see them. I wish to thank the parents and friends of the children who came to see our exhibits, and to extend a cordial invitation to view our exhibits in the spring, and to visit some of the classes in drawing. My sched- ule consists of one visit to each class every two weeks, but if something requires my attention between regu- lar visits, I make extra calls. I visit and teach 81 classes in 10 schools in 3 districts, exclusive of the kindergarten, in a two-week program. My classes range from 20 to40 minutes, depending on the grade and the number of grades to be visited in the building.


The three special classes that were organized during the year, one in each district, are meeting a long-felt need, and are proving their worth every day. The additional hand work and drawing which these classes receive is especially valuable to them.


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In the third annual Forestry Notebook Contest for sixth grades throughout the state, which was spon- sored by the Federated Womens Clubs, the first prize for girls and an honorable mention, were won by girls in the sixth grade of the Penniman School. An hon- orable mention for boys' work was awarded to a boy in the Noah Torrey School. These children were happy to receive their awards at the Ocean House in Swampscott on May 15 at the annual meeting of the State Federation.


I wish that more time could be found to devote to the extra course in mechanical drawing for eighth grade boys. This course is similar to those given in many Junior High schools and are there considered valauable vocational training for boys.


I wish to thank the teachers for their continued co-operation and extend to them the credit for any success with which this department may be credited. I wish to thank Mr. Fisher, the principals, and the members of the School Committee for their interest in this department.


Respectfully submitted,


RUTH JOHNSON.


REPORT OF THE VOCAL MUSIC SUPERVISOR


January 2, 1935.


Mr. C. Edward Fisher,


Superintendent of Schools, Braintree, Massachusetts.


Dear Sir:


In this report I will give a brief summary of what we try to accomplish in music in the various depart- ments of our schools.


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Kindergarten-Most children enter school possess- ing no musical vocabulary. Music to them is a new language and they must start from the beginning. The children are divided into three divisions according to their ability to match tones and every child re- ceive individual training in matching tones and short phrases until he can master a short song.


The inability of a child of five or six years to match tones is not evidence of lack of musical ability or capacity. Unless a child has heard music at home or has had assistance previous to entering school, it is not at all surprising that he does not sing.


The kindergarten music includes not only match- ing of tones and the singing of songs but here there is time for the development of the rhythmic sense by means of marches, quieting music, interpretation of songs, and also by means of small percussion instru- ments in a rhythmic band.


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Primary grades-The accomplishments at the end of the third grade include a large repertoire of songs, some of which the pupil has learned by note and a large number of others which he has read at sight; the ability to recognize readily by ear and produce with the voice the scale tones heard, including ordin- ary diatonic intervals. He has mastered the simple rhythms; he can write the group of scale tones heard in any one of the nine keys; and he can read at sight music within his reading vocabulary, including simple melodies with words. During the entire three years they approach the subject of music with increasing interest and with an enthusiasm of joy which must be seen to be understood and appreciated. In many cases the awakening of the senses, caused by the emotional appeal of these musical activities is the direct cause of unlooked-for progress in other subjects.


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Intermediate grades - The children in these 1 grades are wonderfully receptive, having gained a degree of confidence and skill and having reached a stage favorable for more intensive application and concentration. The singing voice is at its best and individual is more feasible than in the following grades when the approach of adolescence causes a degree of self-consciousness and diffidence not now present.


Accomplishments at the end of the sixth grade in- clude a large number of one and two-part songs and about twenty three-part songs, song studies well within the reading vocabulary and sung without stop or interruption, to master tonal and rhythmic difficul- ties, and to gain power and skill. Intensive study of chromatics, study of minor mode, a clear and definite feeling for the pulse, and a rhythmic sense strong enough to maintain a steady tempo as a foundation for a more advanced rhythmic study that includes compound measure and the triplet. By means of writ- ten work he gets a thorough working knowledge of signatures, measures, notes, rests, and pitch names.


Grammar grades-These years are the most fruit- ful in practice results. The study of musical literature and the appreciation and practice of sight singing and song interpretation continue through these grades, the ultimate aim being to develop the capacity to sing art songs in a musicianly way with mellow, musical tone quality, correct phrasing, distinct enunciation and ar- ticulation. Review all key signatures, advanced rhythms, major and minor scales, and reading on the base staff. Perhaps the most difficult problems con- nected with school singing, such as the adolescent voice, the classification of voices, character and com- pass of material, are present in the upper grammar grades.


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The work in these grades has been much handi- capped for several years for lack of suitable song ma- terial. It is most essential that we have song material that is suited in range and structure to the vocal ca- pacities and in these songs the text as well as the music must be worthy, attractive, and vitally interest- ing. The child's awakening to a love of music comes only through beautiful material, emotionally satisfy- ing and sufficiently simple to be within his power of artistic performance.


High School-As the high school is still on a two- session plan, the glee chorus practice is conducted out of school hours on the same plan as last year. This year, in addition to the regular chorus practice, the seniors have the first fifteen minutes before classes on Wednesday mornings for assembly singing. This was arranged to give all seniors some, opportunity to pre- pare for their gaduation music. Freshmen also have assembly singing the first fifteen minutes on Friday afternoon. Although there are but few minutes for singing after this large class is seated in the hall, it gives us some opportunity to keep in touch with the changing voices at this age.


The Freshman Glee Chorus deserves special men- tion. The fine group of young singers who meet be- fore school on Fridays show exceptional ability in singing standard high school choruses.


The high school broadcast, which was given from station WNAC over the Yankee Network last June, was our high school singing at its best.


In conclusion, I wish to touch on the need of sing- ing in education today. In this, our changing civili- zation, we recognize the need of training the emo- tions as well as the intellects of children. Leisure


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time has made it necessary that attention be given to this type of development. For emotional, social and spiritual develpoment, the best way is through song, an educational effort in which all creeds agree. From the kindergarten through the high school beau- tiful singing of beautiful songs awakens and stimu- lates the artistic and spiritual nature and contributes vitally to the growth of individuality and character.


Respectfully submitted,


INGRID E. EKMAN.


REPORT OF THE INSTRUMENTAL MUSIC INSTRUCTOR


January 2, 1935.


Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.


Dear Sir:


In compliance with your request I herewith submit my annual report.


The Instrumental Department of the Public School system of Braintree maintains its growth in number of pupils enrolled, gaining steadily in interest and ap- preciation, until it has reached a place in usefulness, which is now regarded as a school necessity in the cultural program of the curriculum.


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Music appreciation is the educational goal of all activity in music, whether this be intentional or inci- dental does not matter, the experience leads to the same objective.


Instrumental music, because of its active require- ments, leads quickly or more directly to this objective, because its successful participation requires more study, preparation and practice before playing with others.


The mechanical processes involved require much thought, reflection, trial and error in repetition be- fore individual proficiency is reached.


The varied and required knowledge in rhythm and the mathematical accuracy of measure structure confronts the young musician with a complexity of values which have been accorded a place second to none to modern school material.


The Instrumental courses in our schools are well arranged, solid in essentials, strong in fundamentals and calculated to equip the pupil with a working knowledge of sight reading and music appreciation which leads him to desirable paths of community use- fulness and a social asset of cultural citizenship.


Some of the more necessary instruments of both band and orchestra are almost strangers in the American homes, and are generally so expensive that the parents will not purchase them until such times as they have been shown that it is worth while to in- vest money in such an instrument.


If such instruments as the oboe, bassoon, 'cello, French horn could be placed in the hands of the pupils


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and with free instruction learn to play them, then the parents would be willing to purchase the instrument when the pupil has demonstrated that he can perform upon it.




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