USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1938 > Part 11
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As a result of the examination of under-aged children for admission to our schools at the opening in September, 28 passed and 18 were
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rejected for the kindergarten: 14 passed and 8 were rejected for the first grade.
Last Spring saw the opening of the new Josephine B. Colbert School, which takes the place of the old South West School. This new building is most satisfactory in every way, and is the only building in our school system with an oil burner and thermostatic control for convenience, effectiveness, and economy in providing heating facilities. It would be a wonderful improvement if other buildings could only have the thermo- static control.
There are now but three wooden buildings in the School Department, the oldest of which was built in 1873, and is the Pond School, where the School Department offices are now located. All three of these wooden buildings have installed in them the Rockwood Sprinkler System, and the installation in the Hollis School, which was put in last Spring, proved its value last summer when a fire broke out there early one Sun- day morning. That one installation probably saved the Town more than the cost of the four installations which have been made up to this date.
Among our janitors the resignation of George T. Atkinson at the Noah Torrey Primary School, the death of Joseph E. Hayden at the Hollis School, and the retirement of Edward C. Holyoke at the Jonas Perkins School, required the appointment of three new men.
This Department was fortunate in that the hurricane this Fall occa- sioned damages to our buildings, mostly roofs, requiring the expenditure of approximately only $2,500.00. The trees blown down on school grounds in most all cases were cared for through the work of the men who were employed on the Consolidated School Department Project. This project, it is hoped, will provide opportunities for extensive improvements on all of our school grounds, since it will not be necessary for the Town to pro- vide any labor, this being done by the Federal Government. It will, however, be necessary for the Town to make appropriations for the purpose of purchasing materials and furnishing trucks, etc., which it is hoped will be done.
The statistical tables issued by the State Department of Education have not as yet come to my office, and I cannot, therefore, make any comments as to the cost of education in Braintree relative to other school systems in the State. However, I can say that you are not yet paying ten cents per hour per pupil for the support of education, and I doubt if anyone would feel that that would be too much.
Because I am in hearty agreement with the ideas, and because they, I feel, are so well expressed, I wish to make the following quotations from an article written by William Mather Lewis, President of Lafayette College :
"If tomorrow's America is to achieve its destiny, the home must assume again many of those educational functions which have been more and more neglected in the rush of modern life" and
"The tendency to offer wider opportunities to those who are not book-minded, but whose talent lies in coordination of hand and brain is increasingly evident in the school system, and this is essential to the orderly development of a nation when the tend- ency has been too much to give all a training leading to white collar activities, and, consequently, to neglect the skilled crafts- manship which is so much needed."
The above quotations, I feel, are quite pertinent to the immediate problem of a re-organizing of our system on to a 6-3-3 plan, instead of an 8-4 plan.
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It costs money to print a Town Report, and this Department's report has been abbreviated by request of the Board of Selectmen, and many customary tables and much information omitted, as it is felt that those desiring this information can secure it from other sources. The reports following are worthy of attention from those who are interested in our schools.
To my associates, thank you.
Respectfully submitted, C. EDWARD FISHER.
REPORT OF THE HIGH SCHOOL PRINCIPAL
December 31, 1938.
Mr. C. Edward Fisher
Superintendent of Schools
Braintree, Massachusetts
Dear Sir:
Herewith is submitted my annual report for the High School.
Figures for the school year ending June, 1938, are as follows:
Total Membership
1,030
Average Membership 959.36
Percentage of Attendance. 95.51
These figures indicate an increase in total membership of 55, an increase in average membership of 51 and the same percentage of at- tendance.
Diplomas were granted to one hundred seventy-four last June.
The present senior membership of approximately two hundred indi- cates a somewhat larger number of graduates in June, 1939.
The comparative figures for the present school year to date, with those of the corresponding time last year, are as follows:
December 31, 1938
Boys
Girls
Totals
Boys
December 31, 1937 Girls Totals
Post Graduates
7
25
32
12
30
42
Seniors
88
116
204
74
116
190
Juniors
122
141
263
103
124
227
Sophomores
136
142
278
129
152
281
Freshmen
129
148
277
139
143
282
Total
482
572
1054
457
565
1022
An analysis of the present year's figures discloses several interesting facts. First, there is a definite drop in membership of post graduates, which reflects the improved condition so far as the placement of our graduates is concerned. The second factor of importance is the increase in the number of seniors and the marked increase in the number of juniors, the other two classes being somewhat smaller than those of last year.
Over a period of several years there has been a definite increase in upper class numbers with the freshman class remaining about the same. This has resulted in a condition where the enrollment in the classes above
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the freshman year has reached a point much higher than that of Septem- ber, 1932, when it became necessary to put grade nine on an afternoon session basis. This means that in September, 1939, not only all of the freshmen but also a considerable number of other pupils will have to have their school hours in the afternoon. The question has many times been asked whether or not the building of junior high schools and the taking of the ninth grade from the present high school plan would solve the need of larger quarters so far as high school is concerned. The figures in the table above show that this would be no solution. We have, above grade nine, 775 pupils in a building originally planned for approximately 700. Thinking citizens are becoming aware of the urgent need for some relief in the conditions now existing. There has been, to date, only one advan- tage in the two-session plan - it has taken care of the housing situation. In every other respect it has been a disadvantage.
It would seem that the Town of Braintree has a serious building problem on its hands. First, there is a question as to whether the junior high school system should be adopted and, if so, what addition is neces- sary to the present high school building to adequately take care of the senior high school for a reasonable number of years. Then, there is the question as to when Braintree will reach the twenty thousand population mark which carries with it the introduction of certain mandatory sub- jects non-existing at the present time-household arts and manual arts in all grades. Undoubtedly, junior high school, or intermediate schools, if you prefer to so call them, would solve the problem of housing these pos- sible new offerings, but, as said above, would not solve the high school problem of housing. Whether the junior high school organization is de- sirable for Braintree is for the voters to say, but it would seem that immediate decision should be made in this matter. Presumably, what action is to be taken to relieve present high school conditions, and condi- tions possible in the near future, depends to considerable extent upon the Town's action relative to junior high schools.
The following additions to, and changes in the faculty were put into effect in September. A substantial increase in Science electives over the past two years made necessary the employment of another teacher in that department. Mr. Harold M. Hawkes was engaged to take this work. He is also assistant football coach. A definite shift in electives to the commercial field made necessary another teacher of such subjects and Mr. G. Kenneth Rogers was appointed to the Commercial Department. Mr. Edward Oakman who, as a cadet, did substitute work all last year, was appointed to a regular position in the History Department. Miss Mae Lindsay was appointed as vocal music instructor in place of Miss Flint who resigned in June. Mr. Ellsworth Thwing and Miss Alice Daughraty became full-time high school teachers. The above-mentioned additions to the faculty have relieved the situation in many over-sized classes occasioned by the unexpected increase in enrollment over the last two years.
In spite of various handicaps of the two-session system the work of the school has progressed in a quite satisfactory manner. Our graduates have, in general, done good work in higher institutions. Sixty per cent of our pupils who took part in a set of nation-wide clerical ability tests last Spring, received certificates. (Only ten per cent of those in all nation-wide schools, taking this series of tests, received certificates.) We have been able to place more of our commercial graduates on jobs than in several previous years.
Extra curricula interests have not been neglected. The various sports and other activities have drawn the usual number of interested students. Our vocal and instrumental musical groups both secured a first-class rating in the Music Festival held in Fall River last spring. The senior year book was given the highest award for the year among the schools represented in the Southeastern Massachusetts League of
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School Publications. Our athletic results were satisfactory both from the financial standpoint and from the general success of the teams. Al- though our football team failed to win any games, the work of a rather light and young squad of boys was excellent and reflected creditably on the school, both from the standpoint of the playing of the boys and the sportsmanship shown. Some changes have been made in the 1939 sea- son's schedule with the idea of making it a more reasonable one for the size and ages of the boys who make up the squad. Figures as of October first showed that slightly over fifty per cent of our students are fifteen years and under and that seventy-five per cent are sixteen years and under. This, together with the fact that our football material has run light in weight, as well as young in years, has, in some measure, accounted for the poor seasons so far as wins are concerned.
No longer is it true that our teams are poorly equipped. It is true that our uniforms, at times, may seem nondescript but so far as protection of the boys is concerned there is not a better equipped team on the South Shore. Our moderate list of injuries throughout the average season bears out this point. More has been done in the way of medical service, etc., for our boys in recent years than any other school in the vicinity, in proportion to the number of boys involved. We have had an attending physician not only at every home game but at all games played away and the same physician is on call at any time during, and after the practice sessions. This service has been paid for by our High School Athletic Association. Many X-rays have been taken of students injured not only in football but in baseball, track, hockey, gymnasium team and gymnasium class work-pupils who, in anyway, have received injuries in any school activity.
The main function of high school is to provide an education and in this process of education the development of citizenship today is all-important. In modifying our curriculum from time to time we have kept in mind the needs of the college-going students but these make up, at most, in the average year, only about fifteen per cent of the graduates, and so new offerings more suited to the needs of the larger group have been made from time to time. We recognize that in this process of citizenship development all extra curricula activities have a certain importance and yet we also recognize that they must receive only their due proportion of time. If the students devote the greater part of their limited energy to extra curricula activities only the lesser part is left for regular work.
We feel that, regardless of the handicaps imposed by the shortened periods of the two-session day in the last six years, the School has made a satisfactory progress. However, we have an intimation of the possi- bility of losing our long-time Class A rating by the State Board of Education mainly on the basis of the fact that we are on a two-session day and that many school activities have had to be curtailed.
It would, therefore, seem appropriate and important for our citizens to become concerned with the problem of adequate housing accommo- dations and normal working conditions in school for all of our boys and girls.
Space is not available in the report to give very many of the details of high school problems. It is the wish of the school officials that the many citizens in town who are not familiar with the school, should acquaint themselves, by visits to the school, with what we are trying to do.
Respectfully submitted,
J. L. JORDAN.
143.
REPORT OF THE ART SUPERVISOR
December 31, 1938.
Mr. C. Edward Fisher
Superintendent of Schools Braintree, Massachusetts
Dear Sir :
I herewith submit my report for the year 1938.
"You can live without Art and Beauty-but not so well."
The art informed person who appreciates art and uses his knowledge of the subject from day to day gets a great deal more out of life than the person who has no such background. The surroundings of his daily life, the home, household furnishings, clothing, automobiles, buildings, statues, pictures, paintings, churches, etc., will assume an expanding claim on his growing appreciation. Art supplies so many satisfying intellectual and emotional experiences that its emphasis in the school program would indeed seem to be essential. Art furnishes an outlet for individual expression. Children should be allowed to be expressive insofar as their drawings interpret their own experiences. They are works of art in the same sense that the works of older people represent adult ideas. Children's drawings too often are judged by adult standards. Every childish effort should be treated, too, with friendly respect and professional interest. It is up to the teachers of art to kindle imagination in the children by leading questions and directed observation until the child begins to use his mind in connection with his seeing and draws not only what he knows, but what he sees.
To these ends the art lessons in Representation are planned to take inspiration from Nature; from trees, fruit, flowers, birds, and animals, the changing seasons, activities of work and play and daily local sur- roundings such as home and family, school and church. These are all direct personal experiences of every child. As his experiences are broadened by his studying in literature, history, and geography his imagination is stimulated by new impressions and strange interesting places. Drawings of these impressions reveal the child's mental picture whether clear or befogged.
In Design the basic laws of order are as simple and teachable as the rules of arithmetic. These laws of order are consistently studied and used from grade one up through the grades as guiding principles in creating designs. The rules of order-repetition in a row to develop borders, repetition in a field for all over patterns, axial and central balance, offer the kind of limitations which stimulate and guide invention. Naturally the work of upper grades is more advanced than that of the younger children although the underlying principle may be the same. Beauty cannot be guaranteed as the result of any procedure but it frequently happens even in the work of children when lively expression is guided by principles of order and appropriateness. It is possible to have perfect order without beauty, but there can be no beauty without order. We can all understand and produce order with the hope that we may appreciate and create beauty.
Poster making is another way in which children may express ideas and show their originality. During the year we have made posters adver- tising a wide range of subjects, some for Safety, Health, National Edu- cation Week, Travel, Kindness to Animals, etc. The animal posters were entered in the state-wide contest and many children received medals for their good work. Another project in which the pupils show great. interest and increasing skill is the making of block prints from their
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own linoleum cuts. Their cuts have been used for printing Christmas cards and for cover designs and illustrations in their school publications.
Monthly drawing outlines of many other projects are given to each grade teacher and I wish to thank all the teachers for their splendid co-operation in carrying out my suggestions, and my thanks, too, to the principals and the Superintendent of Schools for their interest and co- operation at all times.
Respectfully submitted, RUTH H. JOHNSON.
REPORT OF THE VOCAL MUSIC SUPERVISOR
December 31, 1938.
Mr. C. Edward Fisher
Superintendent of Schools Braintree, Massachusetts
Dear Sir:
In my annual report of last year I outlined the main objectives in all the phases pertaining to the vocal study. This year I wish to give a more detailed account of specific attainments as regards the training of voices and song singing in the three departments of the grade schools.
Primary Grades-Our first objective here is to give every child the use of his singing voice and to plan the singing so that every child shall enjoy singing and have opportunity to sing for the love of it. In September each grade is graded into three groups. The first is the fine singing group, the second are those who require individual help. They are not allowed to sing continuously with the advanced group until able to do so fairly correctly. After certain attainments they are tried with the singing groups daily in some songs. The third group are the monotones, the children who cannot imitate correctly. These children are given individual help until they can sing short songs.
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 much music at home or has had assistance previous to entering school, it is not surprising that he does not sing correctly. Once he has learned to use his singing voice the main objective is to develop power to sing rhythmically and in tune with a light floating tone, to develop pleasure in song as a means of expression and that every child may have acquired a repertory of songs. At the end of the third year a vocabulary of not less than 150 songs is each child's heritage.
Intermediate Grades-During this period (age range from nine to eleven) the voices of girls and boys grow both in power and brilliance. Our problem here is to establish the habits essential to good singing, correct posture, deep breathing, use of head tone, free tone production and to develop a greater degree of flexibility and smoothness of tone.
Two-part singing, the initial harmonic experience has its place here. Since all voices are limited to soprano register, boys as well as girls sing alternately, both soprano and second soprano. This part singing adds an element of team work, for each pupil must learn to carry his own part against another and sing in tune.
145
Grammar Grades-Music in these grades are organized to meet the problem of adolescence. It presents a diversity of vocal problems. Both girls' and boys' voices change and partially mature but no two voices change at the same chronological age. Utmost care is experienced to protect the growing voice. They are carefully watched in order to avoid straining and forcing. Voices are tested frequently and assigned to that voice part which the range and quality of their respective voices indicate. Reclassification takes place from time to time, as the development of the voices warrant. Here is the logical place for three and four part choruses. The increased resonance and power of the voices in these grades make possible more colorful singing.
This year all the eighth grade classes are doing good work, and some classes can be classed as excellent, in rendering three and four part songs. The ultimate objective in their singing is to develop a capacity to sing art songs in a musical way with mellow, musical tone quality, correct phrasing, distinct enunciation and articulation.
In several of our grammar grades the boys and girls have asked to have glee choruses. This glee chorus practice affords the talented child added opportunity for training and it seems to give them joy and satisfaction and they work to achieve good musical results.
A genuine educational value of vocal music is its use in the social life of the school. Music programs are arranged for formal and informal occasions such as parent-teacher meetings, school assemblies, gradua- tions, entertainments and operettas.
Last year four schools presented operettas-Noah Torrey Gram- mar, gave a splendid performance of an elaborate Japanese operetta, "Lantern Land." The Penniman, Hollis, and Monatiquot Schools each gave an outstanding production of the Gilbert and Sullivan operetta, "Pinafore." The leading characters were selected from the three schools but each school had a chorus made of voices from its own student body. This music activity stimulates interest in vocal music and gives ยท a definite and continued enjoyment in active participation in other phases of music appreciation.
In conclusion may I summarize in a few words what we are attempt- ing to do in the Vocal Department: To inculcate into the hearts of all the children a love for singing and a desire to participate in singing in life both inside and outside of the school.
I wish to thank Mr. Fisher, principals, teachers and cadets and all those who have co-operated with us in the vocal study.
Respectfully submitted,
INGRID E. EKMAN.
1
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REPORT OF THE INSTRUMENTAL MUSIC INSTRUCTOR
December 31, 1938.
Mr. C. Edward Fisher, Superintendent of Schools Braintree, Massachusetts
Dear Sir:
I present herewith my third annual report.
The activities of this department are being conducted according to the outline of aims and methods contained in my annual reports for 1936 and 1937. This year, however, additional stress is being centered on student solo and ensemble playing. This is in line with the modern trend of emphasis on the smaller instrumental groups now strongly advocated by leading music educators.
In collaboration with Miss Carol E. Flint, vocal instructor, the 2nd Annual Music Festival was held at the High School during May. In addition to the High School Glee Club, Orchestra and Band, an All- Grade School Orchestra of 55 pieces presented a very interesting pro- gram. Assuming enthusiasm, cooperation, and public response as cri- teria, the forecast indicates the establishment of a permanent music festival.
During May, also, more than 100 members of the High School Girls' Glee Club and Band participated in the Massachusetts Music Festival at Fall River. Not only was the event successful from a competitive stand- point (both organizations received a No. 1 rating) but the general pro- gram offered many lasting benefits to each participant. The educational and social inspiration inherent at these festivals is invaluable and I recommend the continuation of our participation each year.
On October 1, 1938, the Public School Conservatory commenced the fourth consecutive year of service. Outstanding this year is the capable and efficient staff of instructors, who, with but one exception, have served since the founding of the school. It is gratifying to report that approximately 175 children take advantage of the specialized instruction offered each week.
In closing, I offer my sincere thanks for the help and cooperation extended the department during the past year.
Respectfully submitted,
ARTHUR P. HAUCK.
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REPORT OF PHYSICAL EDUCATION INSTRUCTORS
December 31, 1938.
Mr. C. Edward Fisher
Superintendent of Schools
Braintree, Massachusetts
Dear Sir:
The main objective of Physical Education is the development of physical fitness. Good health is the most important asset anyone can possess. Realizing that Physical Education is "Education," it has other aims which prepare the child for adulthood. Physical Education aids the class room teacher to guide the child mentally, socially, morally, and emotionally to a richer, more complete personality. The Physical Educa- tion program for the elementary grades aims to accomplish these ob- jectives.
Activities included in the program:
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