USA > Massachusetts > Essex County > Saugus > Town annual report of Saugus 1928 > Part 15
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16
Since September many prominent men and women have addressed the school tending to create a situation helpful to learn-
27
REPORT OF SCHOOL COMMITTEE.
1928]
ing and self improvement. The pupils are able to gather valu- able points.
The outlook is such as to allow this forecast. First, I wish to have representative tradesmen, professional men, etc., help in a proposed guidance plan so the pupils may have more thorough views on life and pitfalls of jobs.
A thrift plan is in mind whereby the Junior High will have the backing and help of banking ideas at present not instituted.
Third. A more scientific physical training playground schedule.
Fourth. Improvement of the present SB Promotion plan to the best end possible. It has resulted in grade promotions for several failure pupils these last two years, but can be much improved.
Fifth. A working plan to care for drop-outs or slow students, interesting them in science. Likewise those capable of doing extra work and showing scholastic promise will be allowed to elect the extra study.
Sixth. Individual differences to be noted more fully.
Seventh. Scientific placement to be followed soon as possible.
Recommendations
"First. The fence in rear of building needs to be replaced with 100 feet of steel fence.
Second. Plant a hedge at front of the building.
Third. Have cement walks to side entrances.
Fourth. Provide some play space for use in winter.
Fifth. Buy some instrument for visual instruction, and curtains to darken the hall.
All agencies for town welfare have helped our school whenever needed this year. All have been read in emergencies and deserve my appreciation especially in all matters concerning the health of Sweetser children. Often there comes a tense moment in a Junior High school. Dr. Furbish, Dr. Davis, Dr. Harris, Dr. Beckman, Mrs. Donovan, Mr. Light, each one has viewed some serious times and lent assistance at the moment asked.
Always I have found the School Board in cooperation with all enterprises started in the Sweetser. For such an attitude I am very grateful.
In concluding I wish to state that always your guiding hand has helped to shape the things we have tried to accomplish here and that without your faith, loyalty, and far-sighted spirit, the proper functioning of the school would be a difficult matter.
Yours very truly, LEON C. YOUNG.
28
TOWN DOCUMENTS.
[Dec. 31
Report of the Supervisor of Music-High and Junior High Mr. Jessie W. Lambert, Superintendent of Schools, Saugus, Mass.
DEAR SIR,-I herewith submit my second annual report as Supervisor of Music in the town of Saugus.
The most logical proceedure is to begin with the grades and continue on through the High schools. Until the close of the school year in June the same general plan was carried on in the grades as stated in the report of 1928. At the beginning of the Fall term in September, a change was made in the supervision of the grades which is now entirely in charge of Mrs. Marion Bartlett.
JUNIOR HIGH SCHOOLS
No change was made this September in the time allotted to music in the Junior High schools. Therefore we still continue the twenty minute chorus period with each grade, once per week and in addition the forty minute regular class room instruction, with double classes in the assembly hall. Although the latter arrangement is serving its purpose under the present circum- stances, it is not satisfactory for several reasons : the foremost among them being the fact that seventh and eighth grade pupils still need class room instructions two periods a week instead of one and in a single class. With double classes and only one period per week, practically no individual work and very little music appreciation can be accomplished. The boys have new voices with which to contend and need careful guidance under less crowded conditions. The girls are also maturing and should have more individual attention.
I would recommend a plan whereby each class could have two forty minute music periods per week and a twenty minute chorus period or longer, once in two weeks. The chorus period is very valuable for its present value and its future value. Due to its training almost at a minute's notice, the entire chorus or groups may be chosen and prepared to sing at an informal gathering. With the future in mind, by the end of the second year and upon the entrance into Senior High school, the students have acquired the habit and knowledge necessary for good chorus members. The team work and enjoyment gained by chorus is also good for Junior High students.
29
REPORT OF SCHOOL COMMITTEE.
1928]
ORCHESTRAS
The orchestras in each Junior High school are growing fast in numbers and efficiency. They play at all assemblies and have appeared at several outside functions. The Central Junior High orchestra has first and second violins, trumpet, flute, C melody saxophone, E flat saxophone, trombone, drums and piano. The Sweetser Junior High orchestra has first and second violins, first and second trumpets, first and second clarinets, 'cello, drums and piano.
It has grown about four times its size of last year. The com- bined Junior High orchestra numbers thirty members, not counting many efficient pianists. Each orchestra has a concert master or mistress, conductor and business manager capable of handling the orchestra at an assembly or rehearsal.
The Glee Club and Orchestra of the Sweetser Junior High are preparing another operetta, "Windmills of Holland." Last year the operetta, "Isle of Chance" was successfully presented. Some of the proceeds helped defray expenses on the new stage front curtain and purchased music stands for the orchestra.
SENIOR HIGH SCHOOL
No change has been made in the music curriculum of the Senior High school. Much interest and enthusiasm is shown in all the music organizations of the school, the Senior Chorus, Freshman Chorus, Mixed Glee Club and Orchestra all have a larger enroll- ment. This is very gratifying to me and proves that the past efforts of the teachers and students, to produce a love for music, has not been in vain.
Just what plan to adopt if these choruses continue to grow in numbers is a problem. A large well trained chorus is an inspir- ation to any student member and also a joy to the listener, but the financial end faces us. It costs a large sum to procure just one set of books for a large chorus, while on the other hand, by dividing the chorus, for the same amount of money, two different sets of books could be obtained and therefore a larger repertoire of songs would be available.
The mixed Glee Club is limited to fifty members due to stage accommodations. A long waiting list of underclassmen is on file, the Seniors and Juniors having the preference. Here also if time would allow, another mixed glee club could be organized.
The combined Glee Clubs and Orchestra will present the operetta "Bells of Beaujolars" in the early Spring. From some
30
TOWN DOCUMENTS.
[Dec. 31
of the proceeds of last year's operetta, "Peggy and the Pirate," a bass viol and trombone were purchased. Three students have taken lessons on them and are now members of the orchestra. Electric light fixtures were also purchased for the music stands.
The Boys' Glee Club numbering twenty earnest workers has received favorable mention.
ORCHESTRA
All orchestra members show much interest and enthusiasm. As a whole they perform very artistically and compare favorably with the orchestras of schools much larger than Saugus High school. The Orchestral Library, started last year, although small, is made up of the best standard selections in use in High schools of the present day. Each year we hope to add a few more good numbers to its list. Hence at the end of four years' work in the orchestra, its members will be acquainted with some of the best orchestrations of the world and thereby able to com- mendably fill an orchestral chair elsewhere.
The orchestra is present at all assemblies, school activities and as a whole or part at many outside functions. It consists of first and second violins, bass viol, first and second trumpet, trombone, B flat saxophone, C melody saxophone, clarinet, flute and piano. We need violas, 'cellos, french horn, obol and bassoon in order to compete at orchestra contests. If the school owned the unusual instruments, I am sure there would be students to study them.
BAND
The band has not materialized as yet, but by taking a general survey through the Junior High schools and Senior High, I feel the time is near at hand when its nucleus will be formed.
NATIONAL MUSIC WEEK
The National Music Week, last May, was observed in a general manner from grade I on through the High school. Excellent work was produced both vocally and instrumentally by the grades. The Junior and Senior High schools did their part also in a most commendable way. This year no plans are being made for its observance. One reason is due to the fact that the New England Music Festival comes that month, exhibitions and graduation numbers are also in practice at that time. Last year, for the first time in its history, Saugus High school was represented at the New England Music Festival held in Mechanics Hall, Boston.
31
REPORT OF SCHOOL COMMITTEE.
1928]
Three members from our orchestra were members of the All New England Orchestra, which numbered two hundred and sixteen players. Elizabeth Goss, first violin, Emmet Nichols, trumpet, and Allan Ostrander, trombone, were the members chosen to attend the Festival. This year, we hope to have more represent- atives in the orchestra and also some members in the All New England Chorus.
I thank you, Mr. Lambert, for your co-operation and interest, also Mr. Webber, Mr. Young, the Principals of all grade build- ings, the members of the School Committee, teachers, students and townspeople who have assisted me in my work in the Music Department.
Respectfully submitted, ETHEL M. EDWARDS.
Report of Supervisor of Music - Elementary Grades
Mr. Jesse W. Lambert, Superintendent of Schools, Saugus, Mass.
DEAR MR. LAMBERT, - I submit herewith my first report as Supervisor of Music in the Elementary schools of Saugus, from September to December, 1928.
America has been called, wrongly we believe, an unmusical nation, and it is the task of the music supervisor to so instill a love for the better kind of music in our present younger gener- ation that we can be favorably compared with the so-called music loving countries of Europe.
In these days of the radio and recording machines, music comes so easily to us we lose sight of the fact that performers, to be good, must spend years of training and practice at their particular instrument. Our youth is inclined to be passive and disinclined to spend the necessary time to become expert per - formers, and we must endeavor to inculcate the spirit of enthusi- asm and love for the ability to perform.
As music supervisors we have three types of children to con- sider : first, the non-musical and little interested child : second, the interested, but not particularly musical child ; and third, the talented child, and the music must be so arranged and planned as to include and instruct the three types. Should a genius be discovered, we try to see to it that his or her particular talents are developed outside of school.
32
TOWN DOCUMENTS.
[Dec. 31
In speaking of the development of music in America, we per- haps lose sight of the fact that it was just about one hundred years ago that Boston received its first lessons in public school music, and those were given as an experiment, free of charge, by Lowell Mason; Boston was the first city to have music in- struction in the schools. Now the sum of $56,259.42 was spent in one year by Boston for music ; $163,605.17 by New York City ; $2,000,000.00 by Ohio; it would therefore seem that the lasting and intrinsic value of music is realized.
The purpose of musical training is to enrich and benefit the lives of our future citizens. What a gloomy place this earth would be if all music were banished ! How uninteresting social gatherings would be if there were no music - and we must have performers. In Plato's "Republic," the school curriculum is described in this fashion "gymnastics for the body, and music for the mind." He also says "in every work the beginning is the most important part, especially in dealing with anything young , and tender for that is the time when any impression which one may desire to communicate is most readily stamped and taken." Music helps to round out the developing emotional life of the child and appeals to the aesthetic value, it has an added value as a means of developing concentration, thought, memory and reasoning.
Tone quality and correct intonation received particular stress during the first few months throughout the schools, with special endeavor to obtain clear, sweet, soft singing, together with a correct use of the voice. In addition to the regular vocal work in the class rooms, a music appreciation course was introduced, beginning in the first grade through the sixth. In the first grade the children recognize and distinguish the difference between soprano voice, trumpet and violin tone, together with piano accompaniment. Some of the classics appropriate to this grade are "Soldier's March," Schumann, and the "Fairy Polka," Spindler. By the end of the first year the child is able to distin- guish between a waltz and a march rythm.
The second year introduces the flute and together with the in- struments previously learned form a small orchestra. A few representative pieces heard are "Amaryllis," Ghys; "Minuet," Bach; "March of the Tin Soldiers," Tschaikowsky.
The clarinet and drum are introduced in the third grade, with a suggestion of elementary melodic design, i. e., a relationship of phrases of tune portions. Here program music is introduced
33
REPORT OF SCHOOL COMMITTEE.
1928]
such as "Of a Tailor and a Bear," MacDowell, and "Sweet Dreams," Tschaikowsky.
In the fourth grade the 'cello and oboe are the new instru- ments, together with the introduction of two part harmony. Some of the well-known classics are "Spinning Song," Mendelssohn ; "March from Toyland," Herbert.
The additional instruments in the fifth grade are the trombone and bassoon. As in previous grades the music is divided into rythmic, program, melodic, and harmonic selections. Some of the pieces chosen are March from "Aida," Verdi ; "Nutcracker Suite," Tschaikowsky ; "Ave Maria," Bach-Gounod ; "Prelude," Chopin.
The very necessary music reading is not neglected, for appre- ciation work, as listed above, is carried on twice a month in each class room. At the end of the sixth grade the average pupil is able to sing at sight, using words, a unison song of hymn tune grade, and the easiest three part songs-in any key, and to include any measures and rythms in ordinary use.
Previous to the Christmas holidays the classes were assembled together in the schools where this was possible, and the always beautiful carols were sung by all. Group singing is an inspiration to participators and listeners alike, and it is a pity we cannot have more of it.
In addition to the several rhythm orchestras already instituted in a few of the first grades, we expect to add them in the Armitage, Cliftondale, and Felton Schools. These are made possible by the Parent-Teacher Association and by the prin- cipals. The rhythm orchestras perform a splendid mission in developing the sense of rhythm, most necessary in music.
The elementary school orchestra meets once a week and con- sists of very conscientious and enthusiastic members. They have worked faithfully since October and can play credibly several selections. In the event of an operetta being put on by one of the elementary schools I feel that the orchestra would add materially to the enjoyment of the performance. This orchestral work in the grades is of great help to the Junior High and High school orchestras where more difficult music is studied. Players come from the Armitage, Ballard, Felton and Roby schools.
I want to add a word of appreciation of Mrs. Kellogg's work in the art department of the elementary grades who has helped to make the characters in the songs live by having the children
34
TOWN DOCUMENTS.
[Dec. 31
illustrate the songs thereby stimulating greater interest in music and awakening originality in the child.
To a new comer in a system the first few months are always difficult-chiefly because no two systems are alike, but the teachers have been especially helpful in enabling me to "carry on."
Mr. Lambert has also helped materially in making possible the appreciation course by purchasing the necessary records-in fact I haven't yet heard him say "No" to a reasonable request. This cooperation is most stimulating and greatly appreciated.
Respectfully submitted,
MARIAN WHITE BARTLETT, B.S.M.
Sept. to Dec. 1928.
Report on Domestic Science
Mr. J. W. Lambert, Superintendent of Schools, Saugus, Mass.
DEAR SIR,-I herewith submit my annual report for the work of the Domestic Science Department.
In the Junior High school, the work consists of sewing in the seventh and eighth grades. Each girl keeps a notebook contain- ing notes, outlines on elementary stitches and samples. She also makes a cooking cap, a costume slip (taking the place of the cooking apron) and a very simple cotton dress in the seventh grade.
In the eighth grade, the notebooks are continued from the previous year and each girl makes a pair of bloomers, a linen towel, hemstitched and embroidered, a night dress and a cotton dress of a bit more difficult construction than the one made in the seventh grade.
This year there are not any courses of Domestic Science given in the Senior High school. I feel that the work of the Junior High school should be carried on through the Senior High as an elective study, each year having the work more advanced than the preceding year.
The lunch room for the teachers and students has been done away with this year entirely. I think both the students and teachers would benefit by having a hot lunch at noon. This can be run at a minimum cost and still be self-supporting.
35
REPORT OF SCHOOL COMMITTEE.
1928]
The crying needs of the departments are :
First. More equipment for the sewing laboratories.
Second. A revised program whereby a double period of cook- ing and sewing can be given to those who wish to study domestic science in the Senior High school.
Third. Installing cooking periods in the Junior High school.
Fourth. Provision made for a hot lunch counter from which both students and teachers will receive a benefit.
Respectfully submitted, EVELYN E. MATTHEWS.
Report on Manual Training.
Mr. Jesse W. Lambert, Superintendent of Schools, Saugus, Mass.
DEAR SIR, - I herewith submit my fourth annual report for the Manual Training Department.
During the past year the pupils in the seventh grade have had the privilege of making a smoking stand, or a magazine case. Some of the magazine cases produced were the result of consid- erable planning by the individual student, and some very hand- some designs were completed; in several cases students with artistic ability painted by hand a picture of a square rigged ship in full sail on the side of the magazine case. (Fifty-four were made). The smoking stand also proved very popular, one hundred and seventy being made.
The eighth grade pupils selected an end table, or telephone table. These were made of mahogany and finished with stain and shellac. Thirty-eight end tables, and sixty-three telephone tables were completed.
I was obliged to remove the machinery from the High school which belonged to me, and unless similar machinery is pur- chased immediately the work for the coming year will be greatly simplified.
I think I have proven by the work produced in the last three years that the machinery asked for should be installed, so that the high grade of work may continue.
Respectfully submitted, PAUL BUND,
Teacher of Manual Training in the Junior High Schools.
36
TOWN DOCUMENTS.
[Dec. 31
Report of Supervisor of Drawing-Elementary Grades Mr. Jesse W. Lambert, Superintendent of Schools, Saugus, Mass.
DEAR SIR,-The course of drawing for the first six grades is planned with a consideration for the needs of each individual child. It is assumed that all can draw just as it is taken for granted that all can learn to read, to write or do numbers.
The outline of the program, which is on file in the office of the School Department, is so planned that the talents of the first year pupils as they become more advanced mentally are devel- oped, and the work gradually becomes more difficult.
It is most interesting to note what prominence creative draw- ing is given in the art syllabus of different towns and cities of the state. This subject is not being confined to Massachusetts alone. It is nation wide.
In an essay on, "Mental Imagery," Galton writes, "There can be no doubt as to the utility of the visual faculty ... It is of importance to every handicraft and profession where design is required. The best workmen are those who visualize the whole of what they propose to do before they take a tool in their hands." In this same manner imaginative lessons are visualized by vivid word pictures and then executed in any medium desired.
Even from a literary standpoint we find the imagination is cultivated for visual expression. As Dickens in "David Copper- field" says, "I see and hear rather than remember as I write."
And again : "As plainly as I behold what happened I will write it down : I do not recall it, but see it done."
In this same manner we have illustrated many of the songs which the children have sung for the music supervisor, Mrs. Bartlett. As the songs are learned they are not only visualized but are "written down" in their imaginative drawing work.
John Ruskin writes : "the imagination is the power of seeing anything we describe as if it were real." In connection with our "History of Saugus" work, some of the colonial day stories become so real in their mind's eye that expression, through draw- ing, makes the facts become a reality.
In place of having the work of a whole class appear in unity as a single copied result, we have as many different interpreta- tions as there are children in the class, thus bringing out their individualities.
Special attention has been given the work in design and color,
37
REPORT OF SCHOOL COMMITTEE.
1928]
In grades four, five and six, standardized examinations were given each in June covering the subjects in the course of draw- ing as outlined for work throughout the year. Construction work, book binding, handicraft and block printing have been so arranged that special work has been completed on these subjects. Art appreciation through a study of the Masters has been carried out and the making of pictographic sketches has been arranged according to the state recommendation in this subject.
The yearly Essex County exhibit at Topsfield again included the work of grades one to six inclusive of the Saugus public schools.
The new rooms at the Roby, North Saugus and Oaklandvale schools, as well as the classes of the two platoon system of grades one and four at the Ballard school, have required extra equipment and supplies for the grade school drawing work.
It is with a feeling of gratitude that I speak of the superin- tendent, the teachers and supervisors of this town. Their coop- eration is most appreciated. And to the School Department officials of the committee I wish to express thanks for their support and help of this past year to the Elementary Grade Supervisor of Art.
Respectfully submitted, ANSTRICE CARTER KELLOGG.
January 2, 1929.
Report of Teacher of Drawing - Junior High
Mr. Jesse W. Lambert, Superintendent of Schools, Saugus Mass.
I herewith submit my second report as teacher of Freehand Drawing in the Junior High schools of Saugus.
The development of taste or appreciation of beauty is the fundamental reason for the existence of art courses, and it underlies every school problem as well as the particular fields of design, construction or representation presented to the children.
To enable them to discriminate intelligently between beauty and ugliness, and to create objects claiming some element of beauty, either in spacing, lettering or design, we must stress the fact that the moment an object of any kind or size is treated beyond the point of barest utility it has acquired an element of art.
38
TOWN DOCUMENTS.
[Dec. 31
It is important that every child have some conception of art. The child will probably not wish to follow up the work in after life, but without some knowledge of it he is only partly developed. He is unable to distinguish what is good and bad taste. Many to-day have reached a high plane in the intellect- ual and moral world but still fall short of the old Greek, for along with these two he possessed a knowledge of art which made him the highest type of man the world has known.
In planning the Junior High drawing we take into consider- ation the fact that the Junior High pupil is at the age when he is first becoming aware of his duty to his home, his school, his class, his team and his town. He realizes that he is an individ- ual of considerable importance, but he also learns that he is just one of the many who must co-operate for the good of the whole.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.