USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1888-1889 > Part 17
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To the School Committee of Quincy, and to the Parents of the Children in the Public Schools :
The brief reports on the subject of musical instruction in the schools of Quincy, which for the past two years your superintendent has kindly incorporated in his school report, have been largely devoted to giving an outline of the results to be accomplished in the department of musical study, with some brief mention of the methods by which these results were to be gained.
44
Up to the present time this has seemed all that was necessary. but the work in music has now reached a stage of development in all the grades which leads me to feel that there should be a more perfect understanding on your part as to the aims and purposes of the teachers and myself regarding some of the departments of the work, to the end that you may cooperate with us in our endeavors to attain the highest possible standard of excellence.
The date of this school report marks almost the end of three years of musical instruction in your schools. I trust that it is not now necessary for me to say to you that during these three years the study of music has been something more than a matter of recreation for the pupils. You have long before this become aware of the fact that your children are learning to read music as they read language, and that their interest in the study is no more directly maintained by means of the quickening of their emotions through the character of the music studied, than by the appeal to their intellects through their constanly increasing consciousness of power to grasp the subject and meaning of new musical compositions.
It may be remembered that in my first report on this subject, I stated that the results which should follow the study of music in the public schools were threefold, viz., the ability to sing music at sight, the growth and improvement of the voice, and the capability to sing with expression.
Without having gained the first of these results, it is folly to attempt the attainment of the others. Except the two last named shall receive due attention, the ability to sing at sight will cause injury to the singer, and become a source of annoyance to his friends. To insure the greatest degree of symmetry in the musical attainments of the pupils, each day's instruction must, so to speak, cut off a sec- tion from each of these departments of the art of singing, in the order named. While the recognition of this fact has been the basis of the methods of musical instruction which from the beginning have been followed in your schools, and while we shall ever try to maintain proper proportions in the education of the pupils, the fact that, in the grammar grades, at least, the ability to sing at sight now exists in a great degree makes it possible to devote much more time to the cul- tivation of the voice than has before been advisable.
It is to this department of the work that I wish to call your especial attention.
The systematic work in voice cultivation, which has for some time past been made a special feature of the musical instruction, is bearing fruit in a manner which, though natural, is no less worthy of careful attention. I refer to the production and development of exceptional voices. There is no building without its quota of such voices ; voices which, even in the singing in the primary grades, make themselves felt in a manner which speaks volumes for their future value.
It seems to me that the possession of a fine voice is in itself, dur- ing the period of childhood and youth, an element of danger, which
45
makes it especially necessary to watch the musical activity of children who possess such voices, in order to prevent them from doing them- selves physical injury by means of the very instrument with which nature has endowed them, and which, under proper management, may become the source of health and happiness.
Many of the children are just awaking to the knowledge of the fact that they possess voices of exceptional ease and sweetness. The danger of this knowledge lies in the fact that it leads them to err in two particulars, viz., they may sing too much or too long, or, what is worse, they may sing too loudly.
While children are attending school and singing twenty minutes per day, it will not be wise to urge them to do too much singing even in the home. Still less will it be advisable to place them where they will be likely to be required to sing heavy music.
The injury done to the voice by too much singing, however, is not to be compared to that caused by too loud singing.
Nothing so weakens the vocal organs and destroys the quality of tone by robbing it of all its sweetness, as the effort to produce large tones. Children have not large voices; and whenever they make the effort to sing loudly, they do so to the injury of their vocal organs.
Let this fact be taken as the basis of the method relating to the management of the children's voices by all who supervise their sing- ing in the home, church, or Sabbath school. Let the voices be always used for the production of sweet rather than of strong tones, and wait for them to grow as the child grows ; and when your children shall be young men and women, many of them will have voices which will enable them to give correct expression to musical ideas of the highest character.
In a sense the children of Quincy are my children, and it is my interest in them which leads me to urge upon you thus strongly the importance of cooperating with the teachers and myself in our endeavor to develop and train their voices. What this cooperation may be you will readily see, and I feel sure that I have only to mention this matter to secure your aid, inasmuch as such care as you may be able to exercise in preventing loud or long-continued singing may materially advance the musical interest of the children.
Your confidence in my judgment in so vital a matter, which you have shown in many ways, has been to me a constant incentive to careful and conscientious work, and it will be my endeavor in the future, as in the past, to do all in my power to follow the methods of instruction which shall systematically cultivate both the mental and physical conditions of the art of singing ; methods which not only aim to give the mind musical ideas to express, but which also make the voice capable of giving them effective utterance.
L. T. WADE.
46
INSTRUCTION IN DRAWING.
My inspection of the reports does not reveal any early refer- ence to the above topic. Not until the superintendent's report of 1881 does it appear to have received due consideration. As an outcome of his agitation of the matter, work was at once commenced under the direction of Mr. Chas. M. Carter, and has been ever since continued with marked success. The sub- ject of manual training may be termed one of the living issues- perhaps the liveliest issue - in educational discussions of to-day. School journals and school reports fairly bristle with arguments of all sorts having a real or supposed bearing upon it. Some- body points out three phases through which such discussions commonly progress. First appears the unanimity of the igno- rant, then the controversies of the inquiring, and finally the agreement of the wise. It can scarcely be claimed that the place of manual training has passed the second of these stages. All that has yet been done in this line in our schools has been in direct connection with the subject of form study in the lower grades and with drawing in the grades beyond. I leave Miss Prince to speak upon the doings of the past year : -
The teaching of drawing in the public schools of Quincy has been continued during the past year, in accordance with those methods of imparting the principles of industrial art which are approved by the best authorities. Such adaptation of ways and means as was suited to special circumstances and particular intelligences has been worked out with quite satisfactory results.
The success of the labor of the year in this direction has been largely due to the harmonious relations which have been maintained between teachers and pupils on the one hand and the special in- structor in drawing on the other. The latter can give general direc- tion to the work, but the time of one individual, when divided among many separate schools. is too limited to secure to pupils that patient practice which alone renders possible an approach to perfection. The willingness of regular teachers in their reception of direction from the special teacher cannot be too highly commended.
The combination of the two elements of willingness to receive and ability to impart constitutes true strength in a teacher. To the pos- session of such capacity on the part of the regular teachers of the schools the success of the last year's labor should be chiefly credited. It is no longer necessary to indicate the advantages accruing from cultivation of the mind through the study and practice of drawing. It is now required as a branch of the education demanded by the State.
47
Its educational value is seen in the formation of habits of accu- rate observation, in the development of the reasoning powers, and in the cultivation of a love for the beautiful. Its practical utility is acknowledged in professional labor, in the mechanical trades, and in every other department of industry.
As an additional means of expressing thought and feeling, drawing is more and more employed.
The outline of the work of the past year is similar to that described in last year's report.
An advance is constantly seen in the work of the pupils as they are promoted from class to class. Each class which enters the High School can be perceived to be more advanced than the class of the preceding year.
The first class of the present year will arrive at a point where the introduction of color is deemed proper.
As a fruit of the High School work it may be mentioned that its graduates have been fitted to enter the Massachusetts Normal Art School, and that some have entered offices to pursue architectural studies.
Although no special preparation was made for the exhibition of the drawings of the primary, grammar, and High School grades which occurred last May, the regular work of our schools was heartily commended.
An improvement in special facilities would be afforded if a separ- ate room were provided for the most advanced instruction in drawing. This would obviate such inconveniences as the repeated moving from room to room of materials and objects.
At present a decided obstacle to the production of the best results is the impossibility of proper arrangement of light. A room might easily be so arranged that light would come only from the desired direction, but in the grouping of objects, in a room used for other purposes, disturbance of outline and of light and shade is certain to ensue, which prevents either accuracy of observation or of expres- sion. Thus, an exact standard cannot be insisted upon.
To approximate somewhat to the original grouping, inevitably dis- arranged, is the best that is now possible. Such a room would be of service to the High School, and possibly for the evening school work.
Among the benefits to be derived from a study of drawing, the formation of habits of accuracy is an important consideration. To be taught in youth to be absolutely true in aim, must exert a powerful influence upon after life. We hope to make the work in drawing tell upon the future of the children. JESSIE N. PRINCE.
TEACHERS.
Our present corps of teachers numbers sixty-one, an increase of one beyond the number reported last year, because of the opening of a seventh room in the John Hancock building. Dur-
48
Ing the year we have lost the services of thirteen teachers, two principals being included in the number. In these cases, with three exceptions, the withdrawal of such teachers meant a dis- tinct injury to our teaching force ..
. This is the third successive year in which we have lost upwards of one fifth of our entire list of instructors.
A succeeding page will contain a complete statement of all resignations and transfers. If there is any maxim which we in Quincy have carried out to its logical consequences, it is the oft- repeated one, " the teacher makes the school."
Language used by Mr. Parker in his second report is equally in place to-day : -
"The highest praise that I can give to my fellow-teachers of Quincy is that they are zealously trying to learn the great art of teaching. This grand endeavor lifts them above the petty jealousy, the inhar- monious action and ungenerous emulation that often disfigure charac- ter and render good results impossible. They see more and more clearly that their increasing skill enhances the welfare of the children. They not only take kindly all advice and suggestions given them, but invite criticism, and are anxious to recognize and rectify their faults."
As an indispensable aid in thus learning " the great art of teach- ing," the practice of placing manuals of various sorts in the schools for the use of teachers was early begun. These have now reached such considerable numbers that I deem it wise to find space in this report for a complete enumeration of them.
Instead of repeating language which I have employed in for- mer reports when speaking of the characteristics of the teachers of Quincy, I quote from a letter written by one of their number who recently resigned her position to accept a larger salary elsewhere, the following expression : -
"My year in Quincy has been a year of pleasure and profit to me. I feel that I have grown. Wherever I may teach hereafter, I shall try to keep the Quincy spirit alive within me."
TRAINING CLASS.
This class has been organized and conducted upon the plan which has been described in former reports. As our school system increases in magnitude, we shall by and by reach a time when the training class will give way to a regularly organized training school. It goes without saying that such a school will be able to do its appointed work more successfully in every
49
way than does our present training class. The following named persons have been connected, for longer or shorter time, with the class : -
Catharina W. Billings.
Nina E. Higgins.
Mabel Blakie.
Mary Jones. Florence G. Loker.
Mary L. Brown.
Lizzie S. Cavanagh.
Elizabeth G. Lyons.
Elizabeth M. Chevigny.
Alice S. Moody.
J. Olivia Crowell.
Edith C. Munroe.
Annie M. Cupples.
Martha Newcomb.
Velma L. Curtis.
Carrie C. Norton.
Charlotte F. Donovan.
Mrs. Piper.
Minnie E. Donovan.
Laura R. Pratt.
Alice L. Fisher.
Winnifred Rowe.
Grace A. Garrett.
Fannie C. Stetson.
Emily J. Hair.
Elizabeth Sullivan.
Lucy W. Harden.
Nellie C. Wade.
Kate J. Harrison.
The execution of the purpose with which I began the writ- ing of this report, viz., the review of its predecessors, has carried me to such lengths that I will not enlarge further upon the work of the schools for the past year. We have seen how largely this work is the outcome of the thought and efforts of former years, and must, I think, be impressed with the feeling that only by the exertion of our best powers shall we leave a record as creditable to us as is the record of those to whom in former years the educational interests of the town have been intrusted. G. I. ALDRICH.
4
50
BOOKS, MANUALS, AND HELPS FOR TEACHERS.
ARITHMETIC. - Numbers Illustrated. Rickoff.
Numbers Applied. Rickoff.
Arithmetic for Young Children. . Horace Grant.
Arithmetic for Primary Grades. Fisher.
Oral Lessons. E. E. White.
First Step in Numbers, Teachers' Ed. Wentworth & Reed.
Means of Teaching Fractions. Southworth.
Aid to Numerical Calculation. Jones.
Manual. Walton.
Course in Arithmetic and Form. Parker & Boyden. Grube Number Cards. Small.
Number Cards. Miss Shove.
Number Stories. Woodward.
Manual of Elementary Arithmetic. Mac Vickar.
Manual of Dictation Problems. Hagar.
Graded Problems. Mecutchen.
Supplementary Lessons. Leach, Shewell & Sanborn.
Supplementary Lessons. Van Antwerp, Bragg & Co.
Supplementary Lessons. Potter, Ainsworth & Co.
Wooden and Tin Measures. Scales and Weights.
DRAWING. - Use of Models. Prang. Prang's Series of Manuals.
Manual for Freehand Drawing. Smith. Manual. Krusi.
Models.
GEOGRAPHY. - How to Teach Geography. Carver. Geographical Plays. Jane Andrews.
How to Teach Geography. Parker.
Methods and Aids in Geography. King.
Child and Nature. Frye.
Relief Maps. Frye. Moulding Boards and Tins.
Methods of Teaching. Crocker.
Manual of Commerce. Browne.
Elementary Lessons in Physical Geography. Geike.
Essentials of Geography. Fisher.
Pictures.
Globes, Maps, Compasses.
LANGUAGE. - Hints on Language. Bent. Language. Metcalf.
Graded Instruction in English. Bright. Practical Lessons in Use of English. Hyde. Language Teaching. Sutherland.
51
LANGUAGE. - Selections for Written Reproduction. Shaw. Language Exercises. Long.
How to Talk. Powell.
How to Write. Powell.
Language Helps for Teachers. Arnold.
How to Speak and Write. Mrs. Knox.
Language and Reading. Badlam.
Memory Gems. Lambert.
Graded Selections for Memorizing. Peaslee.
Graded Selections for Memorizing. Eliot.
Graded Selections for Memorizing.
Northend.
Thought and Expression. Green.
Stories for Composition Exercises.
Pictures. D. Lothrop Co.
First Lessons in Natural History and Language.
MUSIC. - Manual of Normal Music Course. Course of Study. Wade.
PENMANSHIP. - P. D. & S. Chart and Manual. Spencerian Chart and Manual. Shaylor's Manual.
PHYSIOLOGY. - Practical Work in the School-room. A. Lovell & Co. Connecticut Outline.
Lessons on the Human Body. Dunton.
Anatomy, Physiology, and Hygiene. Jerome Walker. Charts. Milton Bradley Co.
READING. - Primary Reading. Ed. Pub. Co. The Sentence Method. Farnham.
How to Teach Reading. G. S. Hall.
SPELLING. - Tract. Parker. Tract. Harris.
Spelling books of Harrington, Metcalf, Reed, etc.
PRINCIPLES OF TEACHING, METHODS AND SCHOOL MANAGEMENT. On Teaching. Culderwood.
Courses and Methods. Prince.
Mistakes in Teaching. Hughes. How to Teach. Calkins ..
Manual of Object Teaching. Calkins. Elements of Pedagogy. E. E. White. Pedagogy. E. C. Hewett. Primary Methods. Hailmann. Education by Doing. Johnson. School Management. Landon. Early and Infant School Education. Currie.
Exercises for Improvement of the Senses. Horace Grant. School-Room Guide. De Graff. Lessons on Objects. Sheldon.
52
MISCELLANEOUS. - Lessons on Manners. Wiggin.
Morals and Manners. Gow. How we are Governed. Dawes. Manual for the General Court. Town Reports. Warrants for Town Meetings.
No attempt has been made to mention the numerous text-books other than those used by pupils, or the abundant supplies of reading material which may be found in the schools.
RESIGNATIONS AND TRANSFERS.
Adams School.
Charles C. Haines to Stoughton School, Boston.
Julia A. Barry to Somerville.
Lena I. Merrill.
Coddington School.
Minnie P. Underwood.
Mabel I. Dodge. John Hancock School.
Quincy School.
Abram T. Smith to Lewiston, Me.
Minnie R. Leavitt to Prince School, Boston.
Mary E. Dinegan to Adams.
Jennie L. Whitney.
Adella M. Geer.
Willard School.
Alice E. Sanborn to Minneapolis. E. Gertrude Dudley to Dedham. Georgie M. Glines to Springfield Training School.
Gertrude L. Gardner to Somerville.
REPORT OF ATTENDANCE, ETC., FROM JAN. 1, 1888, TO JAN. 1, 1889. HIGH SCHOOL.
GRADE.
ADAMS SCHOOL.
A Grammar
Arthur N. Whitney, Principal .
48
20
21.9
21.3
97
.18
1
320
B Grammar
Julia A. Barry .
71
32
33.1
31.7
96
.31
1
266
C Grammar
·
Eliza C. Sheahan
111
55
49.1
47.1
96
.31
0
279
D Grammar
Mabel T. Totman
125
58
55.2
52.2
95
.23
2
315
A Primary .
Mary M. Delvin.
87
56
45 3
43.6
96
23
1
229
A Primary . ·
Josephine Spurr
80
52
46.4
43.8
95
.27
0
213
B Primary . .
Eliza F. Dolan
83
46
35.8
34
95
.41
2
194
C
Primary . .
Ada P. Zeigler
88
51
44 1
41.2
93
.77
1
184
D Primary .
Mabel E. Adams
96
42
44.1
41 2
93
.48
4
253
D Primary .
Euphrasia Hernan
119
117
49.9
46.2
93
. 65
1
276
Total .
-
529
425
402
95
.39
13
2,529
1
Whole number
Whole Number
of Different
Pupils.
Average Num-
ber Belonging.
Average Daily
Attendance.
Daily _Attend-
No. of Tardi.
Av. Daily At-
Cases of Tru-
ancy.
No. of Visits.
HIGHI.
( H. A. KEITH, Principal SIBYLLA A. PFAFFMAN . MARTHA P. VALENTINE
162
114
102
98
96
.67
0
54
of
TEACHERS.
Enrolled.
Cent
Per
ance.
nesses pro rata
tendance.
.
.
.
53
CODDINGTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Average Daily At-
Per Cent of Daily
of Tardi-
rata
Daily
Cases of Truancy.
Number of Visits.
A Grammar ·
Mary E. Dearborn, Principal
58
29
27
27
99
.37
396
B Grammar .
Minnie M. Jameson
60
28
28
27
98
.37
-
390
C Grammar
Mabel I. Dodge .
81
45
37
35
96
.28
1
312
D Grammar .
Emily R. White .
94
44
42
41
97
.19
270
54
A Primary . .
Jessie B. Clarke
96
54
44
41
94
.21
207
B Primary . .
Mary E. Nightingale
96
46
42
39
94
.15
-
C Primary .
Julia E. Underwood
111
63
50
46
92
.39
1
601
D Primary .
Carrie M. Hall
-
-
-
-
-
-
-
-
D Primary . ·
Alice T. Kelley
183
132
76
71
93
.35
-
523
Total .
-
441
346
327
95
.21
2
3,015
-
·
Number
nesses pro
Average
Attendance.
Belonging.
tendance.
Attendance.
-
.
-
316
JOHN HANCOCK SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily
Per Cent of Daily
Attendance.
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
B Primary ·
Addie A. Jackson, Principal
111
62
57
55
96
.23
130
B
Primary
·
Mary M. Boyd
95
53
52
50
94
.47
1
123
C Primary
·
Lizzie Mason
97
59
53
49
94
.38
1
90
C Primary
Fannie A. Manson .
121
76
56
52
91
.51
5
145
D Primary
·
Mary C. Parker .
105
57
54
49
91
.49
4
125
D Primary
.
Clara A. Reamy .
104
4
47
45
95
.53
1
110
D Primary ·
Irene M. Hall
147
142
39
35
91
.56
1
158
Total
.
-
453
358
335
93
.45
13
881
-
.
.
55
Attendance.
Attendance.
QUINCY SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar ·
37
20
18
17
96
.06
-
28
B Grammar ·
47
19
22
21
95
.38
1
-
C Grammar .
Mary E. Dinegan
74
39
34
32
96
.22
-
142
D Grammar .
Iva A. Woodward .
76
41
35
33
94
.57
1
114
A Primary ·
Elizabeth J. McNeil
69
39
33
31
96
.23
1
130
B Primary
Maud E. Rice
70
39
33
31
95
.48
2
98
C Primary
Mary E. Raymond .
71
49
36
34
95
.62
3
144
D Primary ·
Margaret E. Burns .
65
65
33
30
90
.80
I
126
Total
-
311
244
229
94
.45
8
882
56
.
·
.
·
Attendance.
Attendance.
Attendance.
C. F. Merrick, Principal .
WASHINGTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar .
T. B. Pollard, Principal
31
14
15
14
97
.92
175
B Grammar .
Mary Marden
50
22
25
24
97
.45
150
C Grammar ·
Dorcas C. Higgins .
62
39
32
31
98
.16
186
D Grammar .
Ellen N. Farnam
76
47
37
36
96
.47
189
A Primary ·
Nellie F. Kendall
70
37
32
30
95
.60
1
97
B Primary
·
·
73
42
36
34
96
.67
3
119
C Primary ·
Eliza S. Dinnie .
72
41
34
33
95
.60
1
107
D Primary .
Sarah 1. Malone
99
96
43
39
91
.79
-
153
Total
·
-
338
254
241
94
.57
5
1,176
-
-
·
J2
-
57
-
7
Attendance.
Attendance.
Attendance.
Mary G. Collagan .
.
WILLARD SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily
Attendance.
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A Grammar .
G. M. Wadsworth, Principal
64
29
29
29
99
.45
-
388
B Grammar .
454
B Grammar .
Gertrude L. Gardner
119
45
48
47
98
.57
-
C Grammar ·
Nellie S. Dickey
123
79
69
67
98
.51
1
315
C Grammar .
Jennie Corliss
98
85
73
72
98
.38
-
271
A Primary ·
Theresa Fegan
149
82
68
66
98
.30
284
A Primary .
Emeline A. Newcomb .
B Primary
119
57
53
51
97
.35
-
164
C Primary
Mary L. Conway . .
138
65
65
64
97
.44
-
215
D Primary
Abbie M. Kelley
317
244
155
149
96
.52
1
533
D Primary
Annie F. Burns .
Total
-
· .
686
560
545
97
.43
2
2,624
58
D Grammar
Ellen Fegan .
-
Attendance.
Attendance.
WOLLASTON SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled
Whole Number of
Different Pupils.
Average Number
Belonging.
Average Daily .
Per Cent of Daily
Number of Tardi-
nesses pro rata
Average Daily
Cases of Truancy.
Number of Visits.
A
Grammar .
29
15
13
13
99
.15
-
155
B Grammar .
32
15
16
16
98
.12
-
-
C Grammar .
47
21
22
21
95
.63
79
D Grammar .
24
15
12
12
96
.25
-
-
D Grammar .
29
18
13
13
96
.46
146
Helen E. Chandler .
54
24
25
24
96
.37
-
-
·
63
38
31
31
97
.09
229
C Primary ·
58
33
28
27
97
.18
-
-
D Primary .
Manetta W. Penney
68
68
36
34
93
.5
-
190
Total
-
247
196
191
97
.27
-
799
Grand Total .
-
3,119
2,485
2,368
95
.41
43
11,960
-
59
-
A Primary
B Primary .
Charlotte L. Polson
-
.
Attendance.
Attendance.
Attendance.
John S. Emerson, Principal
Alzie R. Hayward
FINANCIAL REPORT.
TUITION. High School.
H. A. Keith
. $1,260 00
Sibylla A. Pfaffman
·
540 00
Martha P. Valentine
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