USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1887 > Part 12
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NO-SCHOOL SIGNALS.
Although we have for some time employed the fire-alarm system to indicate no session of school in stormy weather, no explanation of the plan in use has hitherto been made in a school report. The signal 2-2, rung three times at 8.15 A.M., indicates no morning session of school; the same signal at 11.30 A.M. indicates no afternoon session. At 11.30 it is some- times scarcely possible to determine the condition of the weather for the afternoon, and it has been suggested that 1.15 P.M. would be a better hour for the signal governing afternoon attendance. While these signals generally secure uniformity of sessions in the different schools of the town, permission is given the principals to dismiss at noon pupils of the lower primaries whenever weather or walking demands it. It has frequently come to my notice, that a storm which seemed quite moderate at the Centre was very severe in the Atlantic and Washington districts, and my judgment in the use of the no- session signal has been influenced by this knowledge.
Many of the pupils are but poorly protected from the severi- ties of our winter season. A special regard for such pupils is necessary. While we are duly mindful of the health of all, it seems to me that a little care should be used that we do not too much encourage effeminacy.
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FREE BOOKS AND SUPPLIES.
In obedience to the legislation of 1884, text-books have thus far been supplied to three of the four grammar classes, and to all High School pupils. All books used in the primary classes have been purchased by the town. With the purchases inci- dent to the opening of school in September next, we shall have a complete equipment, which of course will, year by year, need replacing. As I have before reported, the books are carefully used, and a due economy has been exercised in the consump- tion of supplies. Thus far the free text-book plan with us has been entirely successful. It will in the future meet with some obstacles, which need not be anticipated, and which wise man- agement will overcome. As compared with the great majority of schools in Massachusetts, our own are well equipped with appliances for teaching. If the mere possession of these con- veniences determined the excellence of the schools, we should indeed be well off. Useful, nay indispensable, as are these aids, it must never be forgotten that it is good teaching, and good teaching only, which is the efficient cause of good schools. It is easy to secure the apparatus of one sort or another needed by the skilful teachers. No very extravagant outlay of money is necessary for this purpose ; but to find skilled teachers is always a matter of difficulty, and once found they are often beyond the control of our rather modest purse.
It should be observed, that I speak of our schools as well equipped in a comparative sense only. There is yet very much that is needed in the way of books of reference, books for teachers' reading, pictures, simple apparatus, etc., before we reach any thing like an ideal equipment. Each year we suc- ceed in making some slight additions to our previous stock, but each year's absolute necessities make so great demands on the annual appropriation that we are obliged to forego the purchase of much that would be permanently useful. New Bedford's schools are blessed by a certain Howland Fund, the income of which is annually expended for just such luxuries - if I may use this term without misleading -as come a little beyond the reach of public funds. If, in the future, Quincy should experi- ence such liberality as has not been entirely unknown to her past, the establishment of such a fund as the Howland Fund of New Bedford would be a most beneficent act.
MUSIC.
The practical outcome of the discussion of music in last year's report was the engagement of Mr. Lewis T. Wade to do for the interests of this branch of study what had already been
20
so well done for the drawing by Mr. Carter. Mr. Wade entered upon his duties on April 27, an arrangement having been made with him for the ten remaining weeks of the term. At the end of this time the experiment presented such fair promise of good results, that you saw fit to authorize the engagement of Mr. Wade for an entire year. He gives to our schools three days of each week. Merely indicating my own satisfaction with what is already accomplished, and what the future holds in store for us, I leave Mr. Wade to speak more in detail of his own work. While freely admitting our obligations to the gentlemen whose special charge the music and drawing have been, I wish to also direct your attention to the intelligence and zeal with which the whole body of our teachers have taken up these hitherto unfa- miliar branches. To their hearty efforts, no less than to the intelligence of the two special instructors, is the town indebted for the good results which have been secured.
Mr. Wade's report is as follows : -
" A musical education, so far as regards vocal music, should pro- duce the following results : First, The ability to read music as easily and correctly as printed language. Second, The growth and improve- ment of the voice through a proper use of the respiratory organs and the organs of speech. Third, The appreciation of the soul of music, or a knowledge of the art of expression, both as regards music and words. Fourth, A certain mental and moral character. gained largely through the quality of the music sung. Thus far, in Quincy, the work of the teachers has been principally directed to accomplishing the first of these results, with such attention to the voice as the character and ability of the pupils would permit. The system of instruction fol- lowed is that originated by H. E. Holt of Boston, the music studied being that comprised in the books and charts of the 'Normal Music Course. '
" A's little or no instruction in music had been given in any grade, it was considered best to confine the study for the first two months (May and June, 1886) to the pitch of sounds alone. At the beginning of the present school-year, in September, the study of time was begun and since that time the greater part of the grammar schools have sung the studies for one and two voices contained in the first and second series of charts ; and at the present writing (Feb. 1) many of them have nearly finished the studies and songs contained in the first section of the Second Reader. At the close of the present school-year, most of the grammar-schools will have sung the music contained in the second section of the Second Reader, and will have the ability to read music of ordinary difficulty written in three parts. The various primary schools are at different stages of the work above described. In the High School, the music studied is written in three parts, - for bass, soprano, and alto ; and, as elsewhere, thus far, has been of such
21
a character as to give the ability to read music at sight. In all the grades the endeavor is to give individual ability, and to secure inde- pendent thought and action. Imitation is not tolerated in any depart- ment of the study.
" I cannot speak too highly of the intelligence and enthusiasm with which the teachers have prosecuted this work. With such co-operation, success is assured.
"L. T. WADE."
DRAWING.
It is five years since systematic instruction in drawing found its place in our schools. At that time Mr. Charles M. Carter entered the service of the committee as special instructor in, and supervisor of, this department. Drawing in our curriculum has been regarded in the same light as the other branches of study, viz., as a means for the education of the pupils. Mr. Carter's first duty was to familiarize our teachers with the sub- ject, to the end that they might be able to teach it well. This duty has been a continuous one because of the frequent changes among the teachers, and because each year has called for more advanced instruction. In two brief reports Mr. Carter has presented you with outlines of his aims and methods. During four years after its introduction, the interests of the drawing steadily progressed. In January last, however, ill health com- pelled Mr. Carter to ask for leave of absence, and with the ex- ception of a few weeks in May and June we have since been deprived of his services.
Up to the summer vacation, his classes at the High School were taught by Miss Fannie H. Smith. They are at present in the charge of Miss Jessie N. Prince, who is also engaged in over- looking the work of the other schools.
EVENING DRAWING SCHOOL.
To each of the drawing classes organized in the autumn of 1885 a course of sixty lessons was given ; and on the evening of April 17, the work of the students was put on exhibition in the Lyceum Room of the Town Hall. Nineteen members of one class, and eighteen of the other, having creditably completed the work of the year, and successfully passed the required examinations, received certificates of the following form : -
QUINCY PUBLIC SCHOOLS.
MANET.
1628
QUINCY
2
1640
FREE INDUSTRIAL EVENING DRAWING SCHOOL.
This is to Certify that
having executed all the drawings and passed all the examina- tions in Drawing at the QUINCY FREE
EVENING DRAWING SCHOOL, is entitled to
THIS CERTIFICATE
FOR THE COURSE OF ONE YEAR'S INSTRUCTION.
This result has been recorded towards a full diploma to be given for the course of instruction when completed.
BY AUTHORITY OF THE SCHOOL COMMITTEE.
Supt. of Schools.
Instructor.
QUINCY, MASS.,
23
As the time approached for the organization of the present classes, the matter of their location was duly considered, and the continued occupancy of the upper room of the Hardwick Block determined upon. The thirty-seven certificate men of last year were notified to attend on the evening of Tuesday, Oct. 19, if they desired to avail themselves of a second year's instruction. Twenty-six men presented themselves at that time, and began work under the direction of Mr. Thomas E. Sweeney, one of last season's teachers. This class has thus far (Feb. 1) had 43 meetings, with an average attendance of 19 students.
At my request Mr. Sweeney furnishes the following outline of the work of this class : -
Advanced work in (1) Geometry; (2) Projection with sections and intersections ; (3) Isometric with shadows, and Elementary Perspective, Monumental Designs.
For admission to the first-year class, applications have been received from sixty-five individuals, and it has been found pos- sible to offer the privileges of the school to fifty-seven of this number. It will be remembered that we can accommodate forty students at one time. We have adhered to the rule that un- explained absence for three consecutive nights would forfeit a student's seat, and have thus proffered the privileges of the school to as many as possible.
This class met for the first time on Monday, Oct. 25. It has thus far had 42 sessions with an average attendance of 30. Ill health prevented the return of Mr. Church, who taught in the school last winter, and Mr. C. F. Edminster was selected as his successor. We seem to be accomplishing all that is possible with our present appropriation and present accommodations. A very decided majority of the students are connected with the granite industry, and, to the end that the school may meet their needs as completely as possible, any suggestions looking to the increased efficiency of the school will be heartily welcomed, and carefully considered. It has occurred to me, that men of long experience in the granite business might give us some hints of decided value.
SCHOOL ACCOMMODATIONS.
A Quincy school report which did not of necessity contain some reference to this topic would be a novelty. Experience teaches, that, as much time is required before real needs are sup- plied, it is the part of wisdom to bring very early to the notice of the town such necessities as can be readily foreseen. So much time is certain to be consumed in the discussion of ways
24
and means, that we often suffer grave inconvenience before all necessary steps are taken. In the light of these considerations, it is not too soon to consider the question of future accommoda- tions for the pupils of the
WOLLASTON SCHOOL.
The following table shows the average membership of the school for a period of twelve years : -
Year ending Jan. 1, '76,
66
66
66 “ '79,
66
66
·
66
66 66
66
66 66 " '77,
88
66 66 " '84, 155 66 " '85, 66 66 157 66 66 66 Year ending Jan. 1, '82, 138 153
66
“ '87, " '83,
66 " '86, 164 170
" '78,
117 119 “ '80, 133 “ '81, 147 93
From the above figures it appears that the size of the schoo has about doubled in the dozen years covered by the table. Wollaston is a growing village, and a much less rapid increase than is indicated above will soon carry us beyond the capacity of the present building. The committee will doubtless remem- ber that the most competent authorities insist on twenty square feet of floor area, and three hundred cubic feet of space, for each pupil in a model schoolroom. The present building at Wollaston contains five rooms. Judged by the figures just presented, its D primary room will accommodate forty-five pupils ; each of the others, thirty pupils; a total of one hun- dred and sixty-five pupils. It must also be remembered, how- ever. that we cannot divide the pupils arbitrarily so as to secure the best hygienic conditions. While the principal's room con- tains pupils of the A grammar grade, and Miss Gurney's room pupils of the D primary grade, each of the other rooms has necessarily been occupied by two classes. The greatest incon- venience has been experienced in Miss Chandler's room, which has this fall contained fifty pupils, with an allowance of about twelve feet of floor area and one hundred fifty feet of cubic space to each pupil. The aisles between the rows of desks are but 17 inches, while they should not be less than 22 inches. Between the rear seat and the wall is a space 22 inches in width ; between the front desk and the wall. a space 4} feet in width. To avoid any misunderstanding, I perhaps should repeat that the figures used above, twenty and three hundred, as in- dicating the proper amount of floor area and cubic space, apply to model schoolrooms. Judged by them, most of our school- rooms would be condemned, because our necessities have com- pelled us in a multitude of instances to assign more pupils to a
25
room than it was fitted to contain. The conclusion seems inev- itable, that Wollaston must in the near future be provided with increased accommodations, and that it is not too early to discuss the means of securing them. If we may judge the future in- crease by the past, some nine rooms will be needed at the end of another decade, and surely ten years is not too long a time to have in mind when planning for the future of a school. I ven- ture to suggest, then, to the committee, that the present build- ing be allowed to remain as it is. The difficulty and expense of remodelling will be great, and cannot result in a satisfactory building. As an alternative, I should propose the erection on the present lot, of a four-room wooden building, built on such a plan as to secure the advantages possessed by the rooms of the John Hancock School. These rooms should be large enough to amply accommodate the primary grades, and the smaller rooms of the present building could then be used for the grammar classes, which are almost certain to contain fewer pupils.
JOHN HANCOCK SCHOOL.
The plan of half-time attendance for the lower primaries of the Adams and Willard districts, adopted of necessity in April, 1885, was of necessity continued through June, 1886. In Sep- tember the new building was ready for occupancy. We may not claim for it architectural beauty, but we may confidently assert that in point of interior arrangement and of conformity to proper hygienic conditions, it is a great advance upon any school building previously erected in Quincy. The eight rooms contained in it are of uniform size, and, from their common loca- tion on the southerly side of the building, equally favored with sunlight. They are heated by indirect steam radiation, and, in addition to other means of ventilation, two good-sized transoms in each room connect with the long corridor which runs the entire length of the building. Each of these schoolrooms is 36} feet in length, 25 feet in width, and 12 feet in height. We may assign forty-five pupils to any one of these, with an allowance of 20 square feet of floor area, and 243 cubic feet of space, to each pupil. Each room is lighted by five windows measuring 7 by 4 feet ; the total area of glass being .15 of the floor area. It will be remembered that .17 expresses the ideal relation of the former to the latter.
The financial estimates made one year ago contemplated the furnishing of four rooms in the new building. These being in- sufficient to accommodate the pupils transferred to the building, a fifth room was equipped and occupied early in October. Seats
26
for sixty pupils have been put in each of the three lower rooms. While we may feel that necessity compels the assignment of this number of primary pupils to a room, it should not for a moment be forgotten that the number is twice too large. As our previous reports have many times stated, no more than thirty pupils of such grade should be assigned to a teacher.
Pupils of the B, C, and D primary classes have thus far been sent to the John Hancock School. The territory from which these pupils have been drawn is as follows : -
. All that portion of the Adams district lying south of Water Street and west of the railroad, west of Pleasant and Fort Streets, and all of Granite Street and the territory to the north thereof; that portion of the Willard district lying to the east of Common Street. to its junction with West Street. and of West Street to the Old Colony Railroad, and of said railroad to the Braintree line.
While these lines were chosen with great care, in a few cases they may have entailed some hardship. Common Street was chosen as the westerly limit of the new primary district, because it was about the right distance from the new building, and no other dividing line can well be drawn. All pupils on Common Street remained at the Willard. The hardship above referred to seemed to come upon a few families living a short distance to the east of Common Street, and on that account coming into the Hancock district as above described. It will be necessary, with the coming of spring, to occupy one or more additional rooms of the new building. As evidence of this necessity, I give herewith the numbers of pupils connected with each of the five classes already organized : -
Miss Jackson's . 58
66 Boyd's
54
Underwood's 62
66 Parker's . 63
66 Hall's 64
301
Saying nothing of the children who will enter school for the first time in April, those already enrolled as above indicated afford most ample employment for six teachers instead of five as at present.
Lest it may be supposed that the Adams and Willard Schools have become unduly reduced in size by the opening of the new building, I append tables showing the number of pupils con- nected with each class of both those schools : -
27
ADAMS SCHOOL.
WILLARD SCHOOL.
A Grammar
24 A Grammar
32
B Grammar
.
35| B Grammar
34
C Grammar
.
47
C Grammar II.
39
A Primary I.
·
45
D Grammar I. .
41
A Primary II.
.
40
D Grammar II.
39
B Primary
40
A Primary I.
47
C Primary
40
A Primary II.
.
47
D Primary I.
52
B Primary
·
40
D Primary II.
57
C Primary
48
D Primary I.
. 65
D Primary II.
. 75
HIGH SCHOOL.
The last graduating class from this school, June, 1886, num- bered twenty-five, of whom two were boys. This class, on en- tering the school in September, 1883, contained fifty-two pupils, of whom fifteen were boys. The ratio of the number graduat- ing to the number entering was forty-eight per cent. The pres- ent size of the school is as follows : -
BOYS.
GIRLS.
Advanced class
7
0
7
First class
17
4
13
Second class
36
13
23
Third class
63
8
55
123
25
98
.
·
.
50 C Grammar I. . 46
D Grammar
.
For the year ending Jan. 1, 1887, the average membership of the school has been 113, the average daily attendance 107 ; these figures being the largest in the history of the school. Much care has been taken during the year, to inform the parents of such pupils as were not doing satisfactory work in the school. An occasional pupil has been advised to take up the work of a lower class, or to withdraw from the school. Last year the school had no advanced class. In September, 1886, nine of the last class to graduate chose to return to the school, and seven of the number still continue in attendance. Before the opening of another school year, I hope the committee will see fit to have two definite, but not entirely distinct, courses of study mapped out, one covering four years, the other three years. The work of both courses for the first year might well be identical. At the end of this year, I would have pupils decide upon the course thereafter to be followed. This will do away with the uncer-
28
tainty which now attends what has been spoken of as the ad- vanced class, and place it upon the same footing as the other classes of the school. The teachers of the High School are very fully occupied. From its large size, the third class has neces- sarily recited in sections, and the number of recitations has been increased by the presence of the fourth-year pupils. Each teacher of the school should have at least one vacant period every day. Such time is needed in preparing for future recita- tions, in rendering assistance to individual pupils, and for other essential purposes. I suppose the future size of the school may be somewhat affected by the opening of the Woodward School for girls. Even if its growth should be thereby lessened, it is desirable that we do not lose sight of improvements which are very much needed. Two years since, I went into this matter quite fully ; and it may now suffice to call the attention of the board once more to the faulty interior arrangement of the build- ing, to the absence of means of ventilation, and to the urgent need of provision for a school library and for laboratory work.
A SCHOOL MANUAL.
Three years ago, in the first report which I had the honor to present to the Committee, I adverted to the fact that no course of studies, embodying the lessons of the last few years, had been prepared for the use of the schools. There is experienced the increasing need of a good school manual, which should be made up somewhat as follows: -
1. It should contain a brief statement of such rules and regulations as the Committee deem necessary.
2. It ought to contain a simple outline of such general principles of psychology as every teacher needs to comprehend.
3. The ends at which teachers should specially aim ought to be clearly set forth.
4. The methods which have been found most successful should be fully outlined.
5. The amount of work assigned to each grade, in each branch of study, should be clearly indicated. To this outline, very much of detail and suggestion should be added.
6. This manual should set forth very clearly the principle on which our schools are organized : e.g., the Coddington is one school; it contains various classes, located in different rooms, but they all comprise one institution; of this institution, the principal is desired to be the head in fact, as well as in name ; associated with the principal, unitedly working with her for common ends, are the other teachers of the school.
-
29
7. It should state with equal clearness our belief in regard to all matters pertaining to the attendance of pupils.
8. It should indicate very plainly the results to be expected from school-government, and set before teachers the leading features of the type of control in which we believe.
9. This manual might usefully comprise a list of the best articles and books for teachers' reading, besides hinting at other means which enterprising teachers should use for their own improvement.
The foregoing is not set forth as an exhaustive enumeration of the contents of our needed manual, but as somewhat indica- tive of their character. It may fairly be inquired why such a manual has not been prepared before this time. As was re- marked three years since, to write a manual which shall do substantial justice to the best work accomplished in our schools, and thus be in some measure suited to their past reputation, is an undertaking involving a great amount of knowledge, skill, time, and labor, and a considerable expenditure of money. Once prepared, it would for several years save the time and labor now consumed in acquainting new teachers with many subjects which are now matters of tradition and custom rather than matters of record. It would not be many years, doubtless, before our experience would point out many possible improve- ments, and then revision would be necessary.
TRAINING CLASS.
A recent able writer remarks that " teaching is not a knack or an artifice, the secret of which may be acquired, like that of swim- ming or dancing, in a short course of lessons." I am often compelled to emphasize the truth of this remark. It happens, sometimes, that a young lady, being placed as a learner under the direction of one of our most skilful teachers, at the end of a short time applies for transfer to another room, seeming to feel that in a few short weeks she has exhausted the opportunities presented her. If said young lady were possessed of positive genius, it might be that she would acquire thus quickly, what has come to the older teacher as the result of long thought, observation, reading, and practice. In another connection I may have occasion to say something of the desirability that right views - not unworthy ones -of the teacher's work should prevail. In many places of more considerable size than Quincy, regularly organized training schools are maintained. The neces- sity of such schools for observation and practice is recognized by the normal schools. Believing that the training classes,
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