USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1936 > Part 10
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The work of the musical organizations have been referred to above and while music is listed among the regular curricula subjects, it also includes extra curricula work such as the preparation of op- erettas, musical comedies, etc., in which both vocal and instrumental parts are stressed. There can be no question as to the importance of music in the life of the average individual.
Athletic interests have not been neglected, although still kept in the proper relation to other school work. Track, cross country, girls' field hockey, tennis, baseball and football are recognized as letter winning sports and at times we have had informal ice hockey teams. Basketball, as a varsity sport, was discontinued when we went on the two platoon system. However, a large percentage of our boys and girls have an opportunity to play some inter-room basket- ball during the school week. At the present time, approximately 40 of our high school boys are representing one team or another in the Braintree Church League or the Braintree Sunday School League, which effectively takes care of most of the boys who might wish to compete in varsity basketball and could not compete in both. There would seem to be no sense in trying to compete, in drawing power, with the Saturday games which are played weekly in our gyennasium. Our recent football season, which showed no wins, three ties and five losses, from many angles proved to be one of the most successful we have ever had. Financially, it was the most successful, and the gen- erous response of the citizens to our ticket sellers is much appre- ciated by the school. On the whole, the boys played very creditable games. For the benefit of the few "calamity howlers" who consider our no-victory season as a disastrous one, I might point out that our new P. F. I. strength tests described elsewhere in the report of the
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boys' Physical Director, shows that the average strength of our foot- ball squad members was far below that of the average high school football team of schools of our size. This is as one might predict since our boys were outweighed in every contest.
When the time comes that the only measure of success is the number of games won, then it is time to give up football as a school activity. The finest recommendation that our school has received, so far as a sensible outlook is concerned, was the complaint of one of our local sports writers that we failed to get unduly excited over the win or the loss of any game, which shows that our athletes have at least "one foot on the ground.". During the Fall season freshman boys interested in football were given an opportunity to practice under a faculty coach and several games were played under his di- rection. 11: :
An examination of the work of the school indicates that progress is fairly satisfactory. We cannot claim excellence, however, until such time as provisions are made, for more; work in Manual Arts. At- tendance is good but could be improved if pupils would attend every day on which they are physically able. Instead there are many, par- ticularly .. . those over sixteen years of age, who remain away from school at frequent intervals, unnecessarily, usually with, the. parents'. . knowledge, if not approval, thus interfering with; the work of various classes. These pupils who are persistent offenders should be : perma- nently excluded from the school, in the interest ,of fair, play to those .. . who do come regularly and in theinterest of economy, of school, ... operation. A material saving in teachers' salaries and supplies could, > be made through the elimination of repeaters if every pupil could beor made to realize that the major part, of the students' work and prepa-) . ration must be done at home and that if he hopes to succeed, even passably, he must take this to heart. Noj pupil, however brilliant, can do all his work in school time and unless he is encouraged and required to do from two to three hours' preparation per day he is sure to fail a considerable part of his work. This causes discourage- ment. and possible withdrawal from school; or at' best, the need of repetition of a grade and the loss of a whole year with the attendant postponement for at least a year of the time when he might become self-supporting.
Respectfully submitted ;: JAMES L. JORDAN, 1
Principal. 1 :
REPORT OF THE ART. SUPERVISOR
December 23, 1936.
Mr. C. Edward Fisher,
Superintendent of Schools, Braintree, Massachusetts. Dear Sir:
In accordance with your request I herewith submit my annual report of the Art work in the grade schools for the year 1936.
It is difficult to set aside Art into one hundred minutes a week, as our time allotment schedule indicates. Today Art enters into every subject in the curriculum and enlarges and enriches each, and makes each more worthwhile. Children like to draw. Their earliest attempts have meaning and significance to them, although to an adult
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they may seem only undecipherable scribble until the child himself explains them. In school when they have learned to read they draw to illustrate their reading and their drawings very often are graphic expression of their mental processes, sometimes more revealing to the teacher than a long recitation. In geography they draw their conception of other parts of the world and other living conditions than those in which they live. A much more living and lasting im- pression is gained through drawing a picture of the fjords of Nor- way, for example, than through merely reading or listening to some- one talk about them. History has a wealth of material from which we have developed projects illustrating the developments in heating and lighting the home; developments in transportation; study of his- toric costumes; architecture and stained glass; famous artists and famous works of Art. A little background inArt history fosters ap- preciation of the Art of the past and its value and significance in the present day.
The seasons and various holidays give us a variety of subjects. Nature study in the Fall in crayons, and water colors includes fruit, flowers, leaves and trees. Making animal and bird posters and book- lets is part of the work in the Spring, and in the winter months we put special emphasis on drawing people in all kinds of active sport, in- doors and out. The study of color, composition, perspective, and de- sign are a part of each and every subject in drawing.
In March and April the sixth grades made Forestry Notebooks and submitted them in a contest that has been sponsored for a num- ber of years by the Conservation Committee of the Massachusetts Federation of Women's Clubs. The following awards were given to Braintree classes for class books: First prize in the State, a bronze placque, was given to the grade 6-B in the Noah Torrey School, teacher-Miss Blass; and an Honorable Mention to grade 6-A in the same school, teacher-Miss Reardon; First prize for boys for an in- dividual note book was given to Archie Morrison of the Penniman School; An award was made to the 6th grdae of the Penniman School for submitting the largest number of good individual note books, teacher-Miss Arbuckle. The Philergians gave local awards for these books as follows :- First prize, $5.00, to grade 6-A of the Noah Tor- rey School, teacher-Miss Reardon; A second prize, $2.00, to each class was given to the 6th grade of the Monatiquot School, teacher- Miss Coleman; and to the 6th grade of the Highlands School, teacher -Miss McGinty. Only one class chose to make individual books, and in that group Thomas Weathers and Robert Post of the Penniman School were given $1.00 each.
This year the drawing exhibition was planned to be a little dif- ferent than that of other years. Instead of having each school make its own exhibit in the Spring, drawings were collected each month from all the classes and classified by grade and subject. Only the best work of each grade was selected. The drawings were arranged by subjects to show the progress made from grade to grade. An effort was made to have the exhibit include an example of all the major projects which had been undertaken during the year up to the time of the exhibit. It contained about 150 mounts 18 x 24 inches. This exhibition was shown in all the schools at the Parent-Teachers' Asso- ciation meetings and to the children. This gave an opportunity for all to see work of other schools in the system as well as their own. A part of this exhibit was shown in the Town Hall at the Spring Festival sponsored by the Philergians on March thirty-first. The
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whole exhibition was requested by the Milton Bradley Company, and shown during the summer in their new show rooms at 127 Clarendon Street. Boston. £ Many favorable comments were made there upon the work of the Braintree school children.
In conclusion, I wish to thank Mr. Fisher and the teachers for their co-operation with my efforts to further Art Education in Brain- tree.
Respectfully submitted, RUTH JOHNSON.
REPORT OF THE VOCAL MUSIC SUPERVISOR
December 31, 1936.
Mr. C. Edward Fisher,
Superintendent of Schools.
Dear Sir:
Braintree, Massachusetts.
I herewith submit my annual report of vocal music.
I take this opportunity to quote Prof. Mursell, one of our lead- ing educators of our day, on the value of vocal music study in our schools. "The voice is the direct and natural avenue of emotional expression. Where music is sung we feel its emotional powers and pull with unique intimacy. Moreover, vocal music offers a natural avenue for artistic emotions, precisely because here there is a rela- tive absence of technical barriers and problems. So it is that we believe that everyone should begin with vocal experience, and that the desire to sing should be fostered, as a chief means of musical development."
The course of study remains the same, yet the time allotted to the various phases of vocal study has been changed. During the past year we have given less time to development of skills and tech- niques, and spent a larger percent of our time for the joy of sing- ing, and to develop response to the emotional and spiritual message of the songs.
The four leading objectives of our song study are:
First, that the children shall get satisfaction and pleasure from the experience. In other words, to carry on all that we do in the atmosphere of joy in musical achievement.
Second, that the children shall come to know and appreciate beautiful songs. We aim to give them a large repertory of beautiful note songs, and a still larger repertory of songs learned by note that furnishes the song background for the part singing in the intermedi- ate and grammar grades where a still larger number of songs and choruses of two, three and four parts are learned. Through the one part songs the class has learned to enjoy the beauty of music evi- dent in melody and rhythm. With the beginning of part singing a sense of harmony is developed, and pupils will be more appreciative of beautiful harmonies in instrumental music after they have learned to make and hear them in their own songs.
Third, that each individual child shall require an increasing amount of skill as a singer. That each child shall have the ability to sing and produce true beautiful tone, together with a growing ability to sing in tune with good voice quality as the individual child's vocal
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organs make possible. That in the grammar grades he may have the capacity to sing art songs in a musical way with mellow, musical tone quality, correct phrasing, distinct enunciation, and articulation.
Fourth, that the children shall learn to use singing as a means of expression. We deliberately seek to have the children sing what they feel, and feel what they sing. For this is the very breath of life in music education.
While the child's experience through singing is still the domin- ating factor for developing the emotional response in music, yet we should not restrict the children's appreciation of music, to that which they perform, but bring them in contact with the wealth of the great musical literature that they may make it a part of their being to carry out in everyday life. "Listening lessons" with phonograph and records provide a splendid means for broadening the musical experi- ence and to give intimate acquaintance with some of the standard musical compositions. These "listening lessons" are most important for those schools that have the opportunity to listen to "Dr. Damrosh's broadcasts. Dr. Damrosh, himself, states that these programs can- not be understood or enjoyed unless the classes have previous train- ing in "listening lessons".
I hope before another year is ended we may include the follow- ing objective to our music study. "An appreciation and recognition repertoire of standard vocal and instrumental compositions from the great. masterpieces of musical literature through repeated hearings." It is only through repeated hearings this music can be known and enjoyed.
Before we can resume this work each building should be equip- red with not less than two phonographs, and a small allotment of time for this purpose.
Vocal and instrumental music plays an important part in the social life of the school. Music programs are arranged to promote. all the social activities, social organization, and social patterns, both transient and permanent as, school assemblies, graduations, club meetings, parent-teacher meetings, concerts and operettas.
The two outstanding public performances in our grade schools: were the presentation of the Japanese operetta, "Princess Chrysthan- emum" by the Abraham Lincoln School, and the half-hour broadcast over station WAAB by eighty-five children from three schools, Miss Byam's third grade from the Abraham Lincoln School, Miss Priest- man's fifth grade from the Hollis School, and Miss Steele's seventh grade from the Monatiquot School.
These performance projects are carried on to arouse desire to perform music, both alone and with others, and they furnish genuine educational possibilities of the highest value.
In closing my report, I wish to thank Mr. Fisher, Principals, Teachers, and all who have shown an interest in the vocal music. study of the Braintree School children.
Respectfully submitted,
INGRID E. EKMAN.
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REPORT OF THE INSTRUMENTAL MUSIC INSTRUCTOR
December 22, 1936.
Mr. C. Edward Fisher,
Superintendent of Schools,
Braintree, Massachusetts.
Dear Sir:
I submit herewith my first annual report.
General aims, relative to instrumental music, emphasize the service of music in developing sensitiveness to beauty, wholesome social attitudes, the nurture of possible artistic and creative talent, and mental and physical health, through providing basic instruction in general musicianship, appreciation, and technique.
Two different products are sought; namely, the training of the musical amateur, and the training of the future professional.
Records show that the number of pupils who will finally become professional musicians is very small. Hence, more time is devoted to the training of the musical amateur.
Recent studies indicate that, compared with other definitely ex- pressed preferences, there is a large vocational interest in music. It is probable that some of the children who are now playing in the school bands and orchestras will become professionals. This means that their instruction must be fundamentally correct and that their music foundation must be laid so thoroughly that they will not be required to retrace their steps at some later period. It is difficult to determine which pupils will continue music professionally, since mu- sical talent is no particular criterion. We arrange, therefore, to have our instruction correct enough to train both the musical amateur and the future professional.
The enrollment of the Instrumental Department, I believe, has reached a new high, not only in number, but in interest, apprecia- tion, and achievement. Approximately 400 pupils are participating in the activities offered in the grade and high schools.
The Braintree Public School Conservatory of Music, sponsored by the Instrumental Department, offers a variety of classes in instru- mental music, elocution, and dancing. There are 368 children taking advantage of the specialized instruction being offered.
Following is a tabulation of the school owned instruments:
8 bass drums; 6 String basses; 4 Trumpets; 2 Eb Basses; 2 Trom- bones; 2 Flutes; 1 French Horn; 7 pairs of cymbals; 4 Eb Altos; 4 Violins; 1 BBb Sousaphone; 3 Baritones; 1 Clarinet; 1 Snare Drum.
A fund, created by the Braintree Public School Conservatory of Music, has enabled the department to purchase three violins, a flute, and a French horn, for use in the schools.
In closing, I wish to express my appreciation for the loyal co- operation and encouragement received from you, from the principals, teachers, and parents.
Respectfully submitted,
ARTHUR P. HAUCK.
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REPORT OF THE PHYSICAL EDUCATION INSTRUCTORS
December 31, 1936.
Mr. C. Edward Fisher,
Superintendent of Schools,
Braintree, Massachusetts.
Dear Sir:
The prime purpose and value of the physical education program in the Braintree schools lies in the conservation of physical fitness, to provide recreational relaxation which will keep bodies and minds fit and alert, and maintain pupils in good health so they may make the best uses of this training. We believe this should be our primary aim not only because it is a fundamental present and future need of all school children and because it is essential to all learning, but also because physical education activities so directly, so obviously, and so greatly affect physical fitness.
Our program, therefore, has been redirected and adjusted first in respect to its effect on general health, or fitness for physical ac- tivity. Since the effects of physical activities themselves are inde- terminate, depending on the needs, capacities, and interests of the individual child, pupils are first being classified according to their general physical fitness, so that their programs may be properly dif- ferentiated and adjusted to their individual health needs. This process is accomplished by means of physical fitness tests and medical ex- aminations. The medical examinations are given by the school phy- sician and nurse, and the physical fitness tests are administered by the physical directors in the high school.
The tests, briefly, comprise the factors of age, height and weight, and a battery of seven tests including lung capacity and strength measurements of the muscles of the right and left forearms (grips), the muscles of the upper arm and shoulder girde (pull-ups and push- ups, with special adjustments made for girls), and back and leg muscles by the use of calibrated instruments.
The "Physical Fitness Index" (P. F. I.) is a measure of physi- cal condition. It is calculated by dividing one's achieved "Strength Index" (the added scores of each pupil in the separate items of the test) by an accepted standard for one's sex, weight and age at the time of testing. The Norm tables or accepted standards for boys and girls are different and are adjusted to all combinations of age and weight. The average individual less than 21 years old will have a P. F. I. of about 100. Others less than 21 years old will have P. F. I.'s varying from about 40 to 200.
Individuals with a P. F. I. above 100 will have greater physical and mental endurance and precision of movement than those with lower scores. That is, they will be able to keep going longer, more efficiently and at greater speeds, and recuperate faster from fatigue or illness. They will be able to do more work in a given time than others of the same sex, weight and age whose P. F. I.'s are lower.
The lower the P. F. I. the greater need for special exercise, diet, and advice by physicians and physical educators. Low P. F. I.'s are the results of physical defects, improper foods or eating habits, im- proper exercise, emotional disturbances, or other physical or mental strains or drains or injuries. Individuals with P. F. I.'s below 100 ought to engage in supervised remedial activities or rest daily, until their scores are 100 or higher. Otherwise they are likely to decline steadily in physical fitness to even lower levels.
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Repeated P. F. I. tests are of inestimable value in determining whether one is gaining or losing in physical fitness and therefore whether one's corrective program is adapted to one's needs. Many cases are on record of obscure defects and wrong habits, which es- caped the attention of physicians and physical educators, being dis- covered through comparison of P. F. I. records. It is easily possible for individuals of almost any age to raise their P. F. I.'s from 40 to 100 per cent, with a proportionate increase in physical fitness, power for service and personal happiness.
At the present, the pupils have been tested (excepted those who have been excused by the school or family physician because of re- cent illness, heart trouble, hernia and appendicitis; and those who were not voluntarily examined for hernia (rupture) this year), and their individual record cards have been arranged in progressive order according to P. F. I.'s from the lowest (about 55), to the highest (about 189). Those with a P. F. I. below 100 have been segregated and the first part of each physical education class program has been modified to meet the individual needs of these pupils. In general the program consists of corrective and stall bar exercises, as well as the usual class activities. Pupils who have a very low P. F. I. are now being investigated through the school .or family physician, with recommendations for the. remedy or correction of the defects which may be the underlying cause ..
After the program has continued for a period of six to eight weeks, the low P. F. I. pupils will again be tested and improvement noted and recorded. When a pupil improves to a score above 100, he or she will be permitted to discontinue the corrective program for the daily class activities. Many pupils are so interested in their program that they have returned for the special corrective exercises after school hours and several have shown considerable physical im- provement as a result of a few weeks of corrective work.
The advantages which we hope to derive from this program are:
1. Graded work for the individual.
2. Results which can be measured.
3. "Dosage" of physical education time according to pupil needs.
4. More emphasis on intramural activities.
5. Development of student leadership.
6. Improvement of the status of health and physical education as a part of the school curriculum.
RESULTS OF PHYSICAL FITNESS TESTS (October 1936)
BOYS
GIRLS
Number tested
389
242
Range, P. F. I.
65-189
56-186
(Low to Highest score)
Average, P. F. I. (100 - Normal)
Entire Group
123.05
*115.21
Post Graduates 115.00
130.00
Seniors 118.43
113.75
Juniors
118.75
111.47
Sophomores 121.07
108.75
Freshmen 128.92
112.08
*Girls' Average about 5% lower than Boys.
Low P. F. I.'s (Below 100) .. 50
Corrective Group
75
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In reference to the relative success of high school athletic teams, general athletic ability may be determined to some degree by the "Strength Index" or total scores of the tests as administered to team members. But general athletic ability is more than skill; skill by itself is of minor importance in competitive athletic activities, espe- cially where bodily contact, endurance and supreme efforts are neces- sary. In other words, muscular strength is the most important single quality contributing to successful performance in most of the ath- letic activities of school. The average Strength Index of the fairly successful school team is usually between 2500 and 3000 points, while the best average of this year's Braintree Hih School Football was but 2180 points for the average of 22 team members, which may have some bearing on the success of the team. Some indications as to the value of exercise of a supervised activity may be noted in the following report of the gymnastic team which includes a good Strength Index average and a high Physical Fitness Index average, where muscular coordination and endurance are the chief factors. The cross-country teams were also in the above average group as to Physical Fitness Indices.
STRENGTH INDICES (Average S. I.)
Team
S. I. P. F. I.
Football (22 members) 2180. pts. 115.00
Cross-country (20 members)
1833. pts.
126.66
Gymnastic team (19 members)
2033. pts. 140.00
Field Hockey-girls (28 members) . 1416.66 pts.
The physical activities in the high school are based on the needs of the pupils in relation to their physical fitness and in accordance with the size of the classes. This past Fall, the boys were organized and divided into groups playing touch football, numbering sixty teams. Several experimental groups were divided and arranged by their Strength Index and as a result there were a surprising num- ber of tie games and nearly equal number of games won and lost by these teams. We hope to try this experiment in the class basket- ball league and note the results. The Winter schedule of formal ex- ercises, individual correctives for the low P. F. I. pupils, organized games, skills and relays will continue until the Spring schedule of softball activities is arranged.
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