USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1935 > Part 6
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enrollment for the school year of 196-37 can be taken care of with present conditions, but the following year is apt to find an overcrowded situation.
Projects were approved for the placing of curb- ings around some of our school grounds, but they have not as yet materialized. It would be a great improve- ment if work of this nature could be done. On the Penniman School grounds much work could well be done in grading and draining. Several different times projects have been worked out, but as yet the work has not been started. Possibly with the coming of Spring success may crown our efforts.
With an expenditure per pupil of $72.61 Braintree occupies the fifty-sixth position down the line of the eighty-three towns in Group 2 - i. e. there are fifty- five Towns spending more per pupil, and twenty-seven spending less. If one considers the whole State of three hundred fifty-five school systems there are but fifty-eight showing a lower expenditure per pupil.
The reports and tables following show in more de- tail the many activities and are worthy of attention. I feel that more is being done for the children in this Town than is commonly found in Public School Sys- tems of the State as a whole, and I wish at this time to express my appreciation and thanks for the ener- getic and effective work being done, and the fine spirit and co-operation evidenced. May the years to come find a continuance of these conditions and a steady advance made in our accomplishments.
Respectfully submitted,
C. EDWARD FISHER.
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REPORT OF THE HIGH SCHOOL PRINCIPAL
December 31, 1935.
Mr. C. Edward Fisher,
Superintendent of Schools,
Braintree, Massachusetts.
Dear Sir :
Herewith is submitted my annual report of the high school.
Figures on membership and attendance for the school year 1934-35 are as follows:
Total Membership 963
Average Membership 880
% of Attendance 94.09
These figures indicate an increase in total member- ship of 33 and an increase in average membership of 21 over the previous school year.
The total registration to date for the present school year of 939 represents a decrease of 7 from the figures on the corresponding date last year. Membership in undergraduate classes, however, is 15 more than last year, the actual decrease being due to the marked drop in the number of post graduates. the registration is divided as follows:
Boys
Girls Total
Post Graduates
11
20
31
Seniors
80
83
163
Juniors
107
119
226
126
Sophomores
107
145
252
Freshmen
130
137
267
Totals
435
504
939
A small senior class, a relatively small post gradu- ate group for the present year, and an eighth grade membership of over 300 point to a probable substan- tial increase in the size of the school next year. The fact that more than a dozen of our post graduate stu- dents have dropped out since the opening of school, because of having secured work, is an encouraging in- dication that the employment situation for our 1936 graduates can be expected to be noticeably improved over recent years. This, no doubt, will have a further tendency to reduce the post graduates in September 1936.
The teaching force includes three new members. Miss Edna M. Parker is teaching Commercial subjects in place of Mr. Howard E. Batchelder who accepted a higher-paid position in Barnstable High School. Mr. Arthur S. Hawes is teaching Spanish and German in place of Miss Belle E. Wright who left our force last May, and Miss Carol Flint has been added as a part- time teacher of Music Appreciation, Harmony, His- tory of Music and Chorus work. This slight extension of the work in music constitutes the only change in the program of studies during the present year.
Extra curricula activities have increased in num- ber of participants, a large part of the school showing active interest in the various opportunities offered. Athletics, as everywhere, occupy the merited atten- tion of a substantial proportion of the student body. The band, orchestra, glee club, rifle club, editorial work of the school magazine, debating, dramatics,
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etc., offer an outlet for the various interests and abali- ties of individual students. Outstanding in the work of extra curricula nature last year was the production of an operetta, "Sunbonnet Girl" by members of the freshman class. This was a success in every respect and seemed, in an unusual degree, to tie up the inter- ests of the freshmen with that of the school as a whole.
An Open-House program, illustrating the work of the school of both curricula and extra curricula na- ture, was given in May and served as an "eye-opener" to many citizens who knew little about the work of the school. Student participation in the many activi- ties mentioned above is an evidence of the wholesome attitude on the part of the students so far as school citizenship is concerned. It, undoubtedly, will be of interest to many citizens who do not understand the situation to know that the sponsoring of the various extra curricule activities of the student body is in the hands of teachers who, without exception, are unpaid for this additional work. For example, the coaches of the various school athletic teams give many weeks of continuous days to the development of the school teams with no recognition being made in the form of additional salary payments. Not one single cent is paid for coaching the athletic teams.
We have heard considerable in recent years about so-called fads and frills in education. The same could be said about the conditions in any school generation, for what constitutes possible fads and frills in one generation becomes necessary adjuncts to the educa- tional system of the next generation. It is still requir- ed by State law that we offer subjects to fit for col- lege, but today we have a situation where, instead of the big majority, only a small minority of high school graduates-15% -in the average year, at most, are
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entering college or other higher institutions of learn- ing. This means that the old college preparatory subjects which still have much intrinsic value even for the non-college-going students must be not re- placed, but supplemented by other subjects which help, not only in developing the mind, but also of meeting the needs and interests of many different types of pupils. Undoubtedly, this condition will pre- vail in Braintree High School indefinitely. Therefore, other needs of these pupils must be met. The various changes and additions to the high school program of studies from time to time have been with this in mind.
We have, in accordance with above additions and changes in our program of studies, what we are pleased to call a well-organized and equipped high school, manned by excellent teachers. We are, how- ever, notably weak in one respect. We have nothing in Manual Arts for boys. The installation of such work automatically will become compulsory by State law when we reach 20,000 in population. Braintree should not wait until it is forced to do this work, which is of such proven vaule. With this in mind, a suggestion is made which might make possible a start along this line. With our school on a two-platoon basis, with upper classes leaving at 12:50 and fresh- men coming in at 1:00, only a comparatively few are served in our cafeteria, -- probably less than 200 a day on the average. This means that approximately one- half of the cafeteria is in use today merely as a stor- age space. Until such time as the Town feels itself in a position to enlarge the building, and work on aj single full length day can be resumed, a suggestion is offered that with a moderate outlay for tools and the installation of a temporary partition a satisfactory woodworking department might be improvised in the northern end of the cafeteria. In increasing numbers
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the secondary schools have, in recent years, been faced with the problem of meeting the needs and the capabilities of many high school pupils, particularly boys, who have no especial interest in academic work, but who, because of compulsory age requirements, or the breakdown of our industrial system and their in- ability to secure work, have been forced to attend sec- ondary school. It is not enough to take the attitude, "Here are certain subjects, take them and like them." On the other hand, an effort should be made to offer to these boys something which is worthwhile and which will hold their interest, reduce the danger of their becoming disciplinary problems, and in every way make them better citizens. There is no question- ing the statement that work of Manual Arts nature meets such needs and is, in every way, a good invest- ment for the school which introduces such courses.
No citizen who has carefully considered the situa- tion can be wholly satisfied with the two-platoon sys- tem for high school students. 'Plans were proposed several years ago, for an extension of the building to care for the needs of the high school for years to come. For various reasons it rightly seemed wise for the Town to postpone such extension. At the present time the prospect of spending any such amount as $275,000, the amount estimated for the planned addi- tion, seems just as remote as when it was proposed three years ago. However, the expenditure of one- third of that amount for the extension of the south wing of the building would make available nine more rooms for class use and make it possible to put the school back on a single full-session program and in- crease the length of the school day for upper-class- men by nearly 20% and the freshman day by consid- erably more. It is true that such a plan would neither allow for adequate space for an assembly hall large
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enough to take care of the entire student body at one time, nor for increased cafeteria and gymnasium space, but would to me, seem to be more advantage- ous, everything considered, than to go on indefinitely on the two-platoon system. In any event, Braintree should face the fact that as soon as practical, the High School should resume a normal time schedule.
Respectfully submitted,
JAMES L. JORDAN, Principal.
REPORT OF THE ART SUPERVISOR
December 20, 1935.
Mr. C. Edward Fisher,
Superintendent of Schools,
Braintree, Massachusetts.
Dear Sir:
In accordance with your request, I herewith sub- mit my annual report for the year 1935. In one sense the report on the Art work in the grades is the draw- ing exhibitions in the Spring. These exhibitions have now become annual events in the schools throughout the town. Because of limited space only a small amount of the work that is done in the year is on dis- play, but every effort is made to make the exhibit reasonably representative of the types of work done during the year. The dates of the 1935 exhibitions were as follows :-
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Highland School, May 7; Noah Torrey, Pond and Southwest Schools, May 9; Thomas A. Watson School, May 13; Hollis School, May 15; Penniman School, May 16; Abraham Lincoln School, May 29; Jonas Perkins School, May 31; Monatiquot School, June 6.
ยท I feel that these annual exhibitions are very worth- while, and I take this opportunity to urge parents and friends of the children to visit the drawing exhibits in the Spring. The comments of many parents who have seen the drawing exhibits have quite often been the same, "We didn't do things like that when we went to school. How do the children do it?"
Yes, the ideas in Art training for children have changed much in a generation. Children have natural instincts for self-expression in drawing, which they should be encouraged to express. Through careful guidance by a teacher, they should be allowed to de- velop the ability to express and perceive. The child in school today learns to think, not only in words, but along with his word building he associates this picture- making power. It has been aptly expressed, "Draw- ing is thinking-with a line around the think." The young child draws an imaginative picture without hesitancy. He is not concerned with the appearance of the result from the point of view of accurate draw- ing. The act of expression through drawing is satis- faction enough for him, the result is secondary. The drawings are, therefore, spontaneous and show imag- ination and a lack of self-consciousness and reserve. This type of drawing may be called "free expression". However, free expression in drawing is not enough. It is followed by what may be called "directed obser- vation". Through directing the attention to various phases of the subject, the pupil is guided to observe more accurately, to develop his thoughts inan orderly
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and systematic manner, and to record them by draw- ing. General class criticism by the teacher and pu- pils makes for more intelligent drawing in future at- tempts. Developing the power of graphic expression is of great importance to general mental training. In the upper elementary grades the pupil is apt to be more self-conscious and reserved and works for ac- curate results rather than the joy of expressing him- self. This is the time that a more disciplined training in drawing and design is carried on so that the prin- ciples involved will awaken new interest. A working knowledge of the principles of design, of balance and composition, of the fundamentals of perspective, of color theory, increase his powers of expression. With the understanding of new principles, confidence is re- gained and a teacher need only point the way, the pupil's enthusiasm and imagination will carry him on.
Mediums used in the Art work in the grades range from colored crayons and chalk, colored papers, ink and water colors, to linoleum block prints and print- er's ink. Our work is broad in scope, enriching through correlation English, History, Geography, Health and Nature study. Drawings vary in size from note book sketches to wall panels many yards in length.
This year the sixth grades again entered their work on Forestry Conservation in the State contest sponsored by the Massachusetts State Federation of Women's Clubs. The sixth grade of the Noah Torrey School, Miss Reardon teacher, won first State award for their class book. The award was a bronze plaque to be kept by the class for one year. This book was on exhibition in Detroit at the National Convention of Federated Women's Clubs. A blue ribbon State award was given the sixth grade in the Penniman School for the greatest number of good individual notebooks per
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class. The Philergians offered special awards apart from the State awards for the best individual note- books made by sixth grade pupils in the Braintree Schools, and for the best class book assembled by a group. The local awards were made as follows: for individual notebooks the first prize of three dollars was given to Alice M. West of the Penniman School, the second prize of two dollars went to Betty Hen- shaw of the Watson School, the third prize of one dollar went to Loring Britton of the Monatiquot School, with Honorable Mention to Walter Farring- ton of the Penniman School. The first prize of three dollars for the best class book went to the sixth grade of the Noah Torrey, the same class that later won the first State award, the second prize of two dollars was given to the sixth grade in the Highlands School. This is the fourth consecutive year that Braintree Schools have received some recognition in the State-wide con- test for their work on Forestry Conservation.
In September the enrollment of classes was shifted so as to eliminate all double grades. In drawing, espe- cially in the upper grades where the work is greatly varied from grade to grade, it was difficult to teach two grades in the time alloted to one class. I am, therefore, thankful that this difficulty has been remedied.
I wish to thank all the teachers and principals for their generous co-operation in all the work we have done together, also Mr. Fisher and the School Com- mittee for their continued interest and support in my department.
Respectfully submitted,
RUTH H. JOHNSON Drawing Supervisor.
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REPORT OF THE VOCAL MUSIC SUPERVISOR
December 31, 1935.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts.
Dear Sir:
I herewith submit my annual report of vocal music in the Braintree public schools.
Music has become a human necessity in life. In this day of industrial and fundamental upheaval - the new order of enforced leisure - the new need is without question that we foster and support those subjects that cultivate and develop the emotional and spiritual side of the child. Music is at once the great- est of the cultural subjects, most universal in its ap- peal and, fortunately, easiest to obtain.
In our schools considerable effort is maintained to bring music to every child and allow each one to func- tion in some way to the highest of his capacity as singer, player, interpreter or listener.
The following specific objectives are set up for attainments in our grade school program:
1. Definite enjoyment on the part of the majority of children in producing true, beautiful tone, together with growing ability to sing in tune with as good voice quality as the individual child's vocal organs make possible.
2. Ability to sing part songs, with the beginnings of an appreciation of harmonic effects.
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3. Ability to read the notation of standard songs for the grade so as to be able to produce the correct pitches and rhythms with appropriate tempo of either unison songs or part songs in major and minor.
4. Definite knowledge of clefs, staffs, key signa- tures, measure signs, marks and terms of ex- pression etc., such as may be required in order to read music notation and to understand and converse intelligently about fundametal musical effects.
5. A gradually developing taste for better music evinced by the choice of the best songs avail- able in school and by a growing desire to sing and listen to better music outside of school.
6. A repertoire of fifteen to twenty standard songs of the "home and community" type.
In this program of vocal music study we are en- deavoring to preserve the child's voice by keeping it light and high during the earlier stages and training it so far as possible in fundamentally correct habits of vocal procedure. In the lower classes this cannot be done by formal vocal exercises, but through learn- ing to sing the regular school songs well. To develop in all classes through the schools the habit of listen- ing to their tones that they shall cultivate a discrim- inating attitude toward tone quality. This tonal dis- crimination is the most important single thing in con- nection with learning to sing and may prove to be one of the most important elements in the child's tonal ap- preciation of music.
This is the modern approach to music to teach the child to sing beautiful songs and as he sings to train
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him to sing them as beautifully and as expressively as possible.
The grade schools presented many fine public per- formances in the way of operettas and variety con- certs when each class room presented a musical sketch. Music also plays a very important part in the assem- bly programs. These occasions give the pupils an op- portunity to express themselves in solo, duet, quar- tette and chorus and add further enrichment to the life of the child.
The High School Glee Chorus of forty-five voices entered the State Musical Contest for credits which was held in Quincy last May and were rendered a rat- ing of excellent and superior in several details. The freshmen presented the operetta, "Sunbonnet Girl." Much credit is due Miss McCusker for the splendid success of this performance. The three upper classes gave an elaborate presentation of the operetta, "Pi- . rate's Daughter." Much credit is due Mr. Jordan for his splendid scenic background effects which made our Dutch scenes unusually picturesque.
In conclusion, I wish to quote from a radio address in connection with the series, "Music and American Youth" program broadcast over the National Broad- casting Company.
"We live in a world of music and that alone justi- fies teaching the subject. Music is a necessary part of education for it is a part of life and life is educa- tion. The public schools would be drab indeed, and most uninteresting without instruction in this subject that is so fundamental and important. America is a richer nation today in every sense of the word because of the music education that has been given to the chil-
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dren in our schools. Musical training is both practi- cal and cultural. It permits the individual to get more out of life. To add enjoyment to one's life is indeed a practical achievement. To be able to understand and appreciate the merits of good music is a cultural achievement. For this reason, music instruction in our schools is an investment that justifies itself."
Respectfully submitted,
INGRID E. EKMAN.
REPORT OF THE INSTRUMENTAL MUSIC INSTRUCTOR
December 31, 1935.
Mr. C. Edward Fisher,
Superintendent of Schools,
Braintree, Massachusetts.
Dear Sir:
In compliance with your request I herewith sub- mit my annual report.
The object of the Instrumental Music Department of the Public School system of Braintree is to create and provide an active appreciation of Music and awaken in the public consciousness a realization of the possibilities that are available to our children in this cultural subject.
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This is most effectually accomplished by partici- pation and practice of fundamentals and principles involved, together with necessary development of group practices as related to the subject or instru- ment of their choice, toward the final culmination that results in either band or orchestra, or both.
Our school orchestras have been expanding and growing in a healthful maner, and in some instances are outstripping the number of school' owned instruc- ments, which are required as a nucleus around which the modern school orchestra or band should be built.
More parents are giving attention and co-opera- tion to the development of music for their children, and a vigorous and increasing response is evident in the number of pupils engaged in this fascinating and valuable accomplishment.
In October, the Braintree Public School Conserva- tory of Music was organized. Classes in Piano, Vio- lin, Guitar, Banjo, Mandolin, Trumpet, Clarinet, Saxo- phone, Trombone, Drums, Elocution, Dancing, and Drum Majoring were formed. On December 7, 14, 21, a public demonstration and concert was presented in the Lincoln, Hollis, and Torrey centers.
The results attained testify to the success and con- tinuance of this important project. Fifteen compe- tent professional teachers were engaged for the Con- servatory classes, with an enrollment of 340 pupils.
The school owned instruments on record are:
8 bass drums 7 pairs of cymbals
6 string basses
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3 Eb Altos
2 circular Eb Altos
1 Cornet
1 violin
2 Eb basses
1 BBb sousaphone
2 Bb trombones
1 bugle
I wish to extend my sincere thanks for the help- ful co-operation on the part of parents for providing transportation facilities for groups of school musicians during the school year. On account of the distance and location of the various centers, this gracious cour- tesy is most appreciated.
Also to the principals and teachers who have done much to assist in numerous details the needs of the Instrumental Department.
Respectfully submitted,
FREDERICK W. J. LEWIS.
REPORT OF PHYSICAL EDUCATION INSTRUCTOR
December 31, 1935.
Mr. C. Edward Fisher, Superintendent of Schools, Braintree, Massachusetts. Dear Sir:
Health, the capacity for purposeful activity, is the first requirement of Man's pursuit for Happiness. We,
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in the physical education department of the Braintree Public Schools, are endeavoring to obtain this goal through the proper teaching procedures and selection of physical activities.
By the use of standardized daily programs, the pupils are afforded the opportunity of participating in physical activity under the guidance of the class- room teacher and physical director. To better advan- tage, the time allotment for Health and Physical Edu- cation has been increased to seventy-five minutes a week, allowing one group to be studying Health Edu- cation while a similar group is enjoying Physical Edu- cation. The improved playground facilities and addi- tional play equipment for each grade school permits a varied selection of games and are steps toward the attainment of the objectives of this department.
Continuing with the usual formal exercise pro- gram, which is progressive in itself, we are adopting an informal activity program with sufficient carry- over value to insure a leisure time possibility. Such ball games as Kick, Bat, Post, Hole, Hit-pin, Long, Dodge and Squash ball are among the numerous ones that may be observed when pupils are playing other than at physical education periods. In addition to these games, the Fall season opened with forty-four organized touch football teams among the seventh and eighth grade boys, and the Spring outdoor activi- ties consisted of twenty-eight teams of boys and twelve girl teams playing softball, a game which can readily be adapted to leisure time play. Winter time activi- ties are necessarily limited to indoor procedures with a minimum amount of space in which to work, but of- fering splendid opportunity for formal work. The ad- justment of all pupils' seats and desks was supervised by the writer and has proven a very necessary and
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