USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1922-1924 > Part 16
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In the first two grades none of the formal work is given, for the children have neither the interest nor the muscular coordination necessary for this type of work.
The story play, however, appeals to the small child. It gives the necessary amount of activity for it involves bodily movements such as throwing, running, jumping, etc. The child imitates and impersonates incidents he has seen. He is a soldier, farmer, Santa Claus, a sailor or a traffic officer.
20
Report of Supervisor of Physical Education
Play is at first instinctive and spontaneous, but like all other instincts it must flourish in the right atmosphere or it becomes warped. Play is nature's method of developing the nervous and muscular mechanisms that give control of the body. As children advance in age they turn from spon- taneous play to games of cooperation involving intellectual and social elements. The joy of muscular exercise is forgotten in the effort to secure the object of the game.
Games have moral values quite as important as their physical values. Cooperation, courtesy, self-control, and a spirit of fairness are vital in a well conducted game.
Formal gymnastics secure educational effect in quick response to commands; a corrective effect is sought by stimu- lation of habits of good posture and insistence on correct execution of each gymnastic movement. A hygienic effect is produced by rapid, repeated contraction of large groups of muscles which is followed by deepened breathing and quick- ened circulation.
Rhythmic plays fill a place in the training of the body that can be supplied in no other way. Aside from the hygienic value, and the development of rhythm and grace, they provide a simple mode of dramatic expression which is much needed in our hurried everyday life.
Our schools are equipped with fine spacious playgrounds and some apparatus. Thus we have air, sunlight, companion- ship and play, the essential conditions of growth and develop- ment.
Respectfully submitted,
ANNE L. CUNNEEN, Supervisor of Physical Education.
" No Community has a Right to Permit a Child 21
THIS SPACE IS RESERVED FOR A DESCRIPTION OF THE HIGH SCHOOL ATHLETIC FIELD WHEN COMPLETED. AN ATHLETIC MEET AND MAY FESTIVAL IS PLANNED FOR MAY
To be Robbed of its Childhood" -Phillips Brooks
22
" Give Me the Man who Sings at his Work"
MUSIC
Our Program IN THE GRADES
Musical Notation, Theory and Enjoyment
Instrumental
Discovery of musical talent. Awakening interest
HIGH SCHOOL
Vocal Voice training in Vocal Classes Boys' Glee Club - Girls' Glee Club Selected Chorus (both sexes)
Orchestra
Credit in course for regularly enrolled students who attain specified standards in vocal or instrumental music.
Love of Music Promotes Good Citizenship
23
Report of Supervisor of Music
REPORT OF THE SUPERVISOR OF MUSIC
MR. F. E. BRAGDON,
Superintendent of Schools, Scituate, Mass.
Dear Sir: I acknowledge with deep appreciation the enlarged opportunity given the music department this year.
It is a significant thing in the notable advance of the schools of Scituate that music is taking its rightful place as an educational essential. The principles of education are so fundamental that they apply just as pertinently to music as to language, history, science and other subjects. This is only just being recognized. The position of music in public schools has changed greatly from the days when singing up and down the scale and learning to read the notes made up the whole of the school's musical activity. The gist of the present day pedagogy is to eliminate the non-essentials and vitalize every- thing taught, by connecting it closely with life. So studied, music not only enriches life but it permits, perhaps better than any other subject does, social application.
We now know that music knowledge comes not from memorizing facts, but from setting processes into motion and deducing facts from the operation. The immediate applica- tion of knowledge gained through the use of material which presents in pedagogical succession the tonal and rhythmic relations universally applied to progressive music study is the basic principle of the work in music in our schools. As a direct result we have made the exceptional record this year of commencing sight reading from staff dictation in the first grade after four months of rote singing.
The value of that principle is further evidenced by the ability of the two upper grades of one of our grammar schools to sing in three parts without ever having heard a note of it from the piano, "The Heavens are Telling," from Haydn's
24
Report of Supervisor of Music
"Creation," and other choruses of equal difficulty. This indi- cates a mastery of symbols and their expert use that promises much for the future of music in the High School.
The necessity for individual work in music has long been recognized and many methods have been devised to meet this demand. We are adopting the plan in use in Minneapolis, which does the work without loss of time and develops not only musical ability but individual initiative. Children realize the importance of doing things for themselves and they will gladly sing alone if individual work is put before them in the right way. The fact that the pupils realize the value of individual work and are willing to do it is sufficient guarantee that they will get something permanent as the years go by.
We are having an extraordinary accession of interest in music in the High School, due in large measure, undoubtedly, to the granting of credit for music study. It is a little diffi- cult to decide just what kind of work shall be planned for these pupils, but the courses offered at present are boys' glee club, girls' glee club, glee club chorus (mixed), and orchestra. These are probably the most valuable activities for the present, though as we go on we shall learn better how to plan and evaluate our work.
These courses are open to every member of the school, and are to be completely reorganized at the beginning of each year, subject to revision at the beginning of the second semes- ter. As credit is allowed for the work, attendance at rehearsals and school functions is governed by the rules of the school regarding attendance upon regular class recitations. Absence from rehearsals without excuse is subject to the same penalty as is attached to the cutting of any recitation. Continued absence from rehearsals, with or without excuse, may be cause for loss of membership with the accompanying loss of credit.
More intensive work is needed with all pupils in small groups. Individual interests and capabilities must be care- fully studied so all possible avenues of musical study may be thrown open to them. It has been said that the detection and liberation of talent is the broadest, deepest service the Supervisor can contribute to the community. It is not enough
25
Report of Attendance Officer
to dream dreams (though this, too, is important) but one must know how to make every possibility a concrete fact of accom- plishment. "The one distinct object of cultural attainment (music aiding and assisting) is the individual child. When we can express in clear terms what we think he should attain to, we have before us all the music problems, old and new."
Respectfully submitted,
JEANNE BRADFORD, Supervisor of Music.
REPORT OF THE ATTENDANCE OFFICER
To the School Committee of Scituate:
I have attended all absences that have been called to my attention. On one case Mr. John Turner's help was asked.
There have been twenty-nine cases of poor attendance, but no cases of truancy this year. Contagious cases have been plenty. At one time I looked up eighty. I also attended to fifteen file cards of children who had left our schools for good.
Respectfully submitted,
ANNIE M. S. LITCHFIELD, Attendance Officer.
26
"A Thing of Beauty is a Joy Forever "
ART
OUR AIMS
To teach:
To see the beautiful
To love the beautiful
To create the beautiful
in order that
Seeing
Loving
Beauty
Creating
LIVES MAY BE
Happy
More
Healthful
Harmonious
Education must help Banish the Ugly in our Environment
27
Report of Supervisor of Drawing
REPORT OF THE SUPERVISOR OF DRAWING
To MR. F. E. BRAGDON,
Superintendent of Schools.
In December, Massachusetts called together her State Supervisors in an Art Teachers' Conference and through her Officials, Payson Smith, State Commissioner of Education and Frank W. Wright, Division Director of Education, showed how very strongly she stands for Art Education in her public schools.
There have always been some to question the use of the "Fads and Frills"- as they call them - of Drawing, Music, and Household Arts, and who still cry for the old Three R's. But the State of Massachusetts has studied and knows their use and is ready with sound argument not only to back the present position of Art Education but to advance that position.
The departments of School Art have been defined in previous reports as, broadly, Expression and Appreciation. It is a long way from a drawing lesson in the grades to the preservation of a State's industries, but in the combined lessons, grade to grade and on through High School, everyone is learning on the one side a bit of representation, self- expression and hand control which somewhere later must develop a better workmanship and, on the other side, a bit of the Knowledge of Color and Design - an ability to choose good from bad which must lead to Appreciation and Good Taste.
Workmanship and Design make or break the business of individual or State. Massachusetts claims she needs strong Art Education for the future workmen of her industries and the future consumers of her output. Scituate should be proud of her support of the Art Work.
In conventions, magazines, visits to other schools and through close contact with the State Art School, new ideas and the best methods are constantly brought out. It is good to know we are at least on the right track.
28
Report of Supervisor of Drawing
Last spring the sort of work being done in the grades was shown at an exhibition at the High School. This same sort of work is, in general, being followed. We do hope for greater freedom in the use of the symbols taught. This is a weak point in the planning.
We arrange symbols from grade to grade, aiming to have the child master a simple form; this leads him to see the difference between it and another similar form and gives him a mode of attack to draw this new form. A symbol learned in Grade One should be carried on through the grades, ad- vancing in detail as we go but always memorizing the sym- bols. It has been said that the child draws with confidence the simple memory picture he knows - learning to start, not from nature, which is too complex, but from a mental image or given symbol - going to nature for data.
After the children have learned to draw many symbols and learned the simple arrangement of outdoor and indoor scenes, then comes the assembling which should lead to self- expression. In each lesson a bit of the appreciation side comes in and some lessons are planned definitely for that side and introduce representation only to tell the story.
The teachers give the work their hearty support and I feel it will be helpful and only right to them to have grade meetings when the work of each grade can be gone over. These grade meetings will start with the new year. Prof. Walter Sargent's addresses to the State Convention told the story of School Art so clearly that I wish all might have heard him. I shall use them in the grade meetings.
In the new time schedules this year no time was found for the manual work for boys appealed for last year. I know this will be taken up just as soon as possible.
The work at High School as outlined in the High School catalogue was made possible only by the new Art Room. The value of this room was shown the first two months of school in the increased production of work. The High School classes are moving slowly toward a High School standard. With the new home room another year should see very definite results. The work allows for general courses in Free-
29
Report of Supervisor of Drawing
Hand Drawing, Mechanical Drawing, Commercial Lettering, Pageantry and Crafts. In planning the courses last May you will remember we spoke of a special course for the student going to Normal School or Normal Art and of a required course in Appreciation for Seniors. In the small High School it did not seem possible to fit in such courses at that time.
The subject of High School art work is at present a much discussed one. No one seems quite sure just what is needed. The State School is working on the problem. There is an appeal for a somewhat uniform arrangement of courses and the following has been suggested: A general course in free-hand work for those interested and who enjoy this means of self-expression; an intensive course for those going to Normal or especially Normal Art; and a required course in appreciation for everyone. Art appreciation is being brought to the level of the languages and mathematics and may before long be required for graduation. It is interesting to note all these matters, to check ourselves up on our courses and to accept any challenges.
The craft classes in High School were started in con- junction with courses in appreciation and were kept so for two years. This year a period has been given to crafts alone, basket weaving and sealing wax work. There is a question now as to advisability of this and I want a little longer to study the question before making any change. A change can be easily made by substituting the old combined course for the remainder of the year or by throwing the period over to free-hand drawing.
There is a sentiment against sealing wax work and a strong. question as to its educational value. I admit this question. We have done this wax work only in connection with color work - good combinations of colors, the use of color as an accent to the costume, etc. We have studied its good and bad points, the possibilities of too fine, too large and too ornate designs; the effect when worn with certain costumes and on different occasions. We have simply not ignored a present fad as something entirely bad but have held discussions on its possible good points. The classes under-
30
Report of Supervisor of Drawing
stand its difference from real good jewelry and its very limited uses. It is perhaps like the long and short skirts of fashion, sanely used it may not result in bad taste. The claim against it has been brought to class discussion. It has at least brought up most interesting subject matter for further study.
The Commercial Lettering classes so far this year have studied only free-hand lettering in pencil, brush and lettering pen and simple arrangements of space and color. This work continues to a Poster Appreciation course and a study of methods of advertising and printing.
The Pageantry class was organized especially to take care of any school or community need of costumes, stage settings, etc. The class has taken care of simple table decora- tions and favors used at the teacher and guest lunches at the Household Arts School. No school activities to date have called upon the class. The work, as outlined in the High School catalogue, is of value to the individual as she takes her place in the home and the community.
At the Household Arts School the advanced class has completed the floor of the dining room and given all the woodwork a fresh coat of paint. Individual problems on a bedroom are being worked out. The household arts bed- room is now under way and work on the furniture will begin at once. The furniture problem is one of restoring an old "painted" bedroom set. As soon as the furniture is com- pleted the room itself will be tackled.
The Freshman class have studied simple rules of color and design. We have taken up Dress only from the standpoint of "Fitness to the Occasion" as was shown in the class demon- stration at Town Hall. The art work for each group is really a course in appreciation based on the work being taken up with Miss Barrows. As problems arise, as the remodelling of the rooms, we work them out.
I do appreciate the efforts of everyone to help develop that which the State is so strongly backing.
Respectfully submitted,
DORIS D. WARD, Supervisor of Drawing.
31
Report of Supervisor of Penmanship
REPORT OF THE SUPERVISOR OF PENMANSHIP
To the School Committee and the Superintendent of Schools:
I wish to present my first report on the progress of pen- manship in the Scituate Schools. It is the aim of this course:
I. To establish a uniform system of penmanship through- out the Town. II. To teach: (1) Legibility. (2) Rapidity. (3) Endurance.
1. Legibility. The average child, especially a boy, cannot write in a good, clear, legible hand. In order to obtain legi- bility it is necessary for the child to have a correct knowledge of letter forms, and to be trained to take a position which will give a proper training to the muscles used in making them.
2. Rapidity. Legible writing is of little value for business purposes unless it is rapid. Rapidity depends upon a mastery of properly coordinated movements.
3. Endurance. The proper mastery of movement is also necessary to enable rapid writing for long periods without fatigue to the writer.
Individuality, ease and good form will follow naturally when the three main objects are attained.
After various experiments in pronounced slant, and ver- tical letter forms, educators have almost unanimously adopted a moderate slant which retains simplicity and roundness of letter forms, freedom from unnecessary flourishes, and bold, clear lines which tend to greater legibility.
The Palmer Method with modifications offers all these and, by its free muscular movement, gives added speed and endurance.
In the lower grades correct position, movement and letter forms are being taught. Part of the work is done at the blackboard. This helps to obtain correct letter forms. It
32
Report of Supervisor of Penmanship
should be helpful to the teachers because it gives an oppor- tunity for correlation with spelling, language, arithmetic, and, in fact, almost every subject. At the present time the children in the first grade are able to write simple words and short sentences at the board and on paper.
In the upper grades attention is also being paid to position, movement, and form. Along with this, special attention is being given to speed, ease, and endurance.
In the High School the work is mainly supervision. Papers from the different courses are looked over, accepted if they are up to standard; and passed back to be copied if they are not. There is one class for the poor writers, for whom this is compulsory, and for those who feel that their penmanship needs improving.
I hope that before school closes in June the children, with the consent of the Superintendent, will be allowed to try for certificates of proficiency which are given by the Palmer Company.
I wish to take this time to thank the teachers for their help and cooperation, for without their aid no subject can be successful.
Respectfully submitted,
ANNA L. HUGHES, Supervisor of Penmanship.
"The Teacher :- If thou seekest Her Monument 33
A FEW FACTS FROM RECENT INVESTIGATION CONCERNING SCITUATE HIGH SCHOOL GRADUATES OF THE LAST DECADE
Of the group whose reports had been received January 21, 1924:
40% Took College Preparatory Course in High School.
44% Took Commercial Course in High School.
16% Took General Course in High School.
75% Went to higher institutions of learning.
80% Of those who entered graduated from higher institutions.
97% State emphatically that it was to their advantage to pursue studies beyond High School.
77% Of those who did not go to higher institutions express the wish that they might have done so.
96% Emphasize the fact that high school training increased their earning capacity.
89% Of the last graduating class either went to higher insti- tutions or directly to positions for which they had been fitted by the commercial course.
Obviously these percentages are not inclusive and not entirely conclusive. But they are very suggestive.
Look around"
34
The Plus Pupil in School
DOES HIGH SCHOOL PAY?
A nation-wide survey, comparing earning capacity of high school graduates with non-graduates, deduces the fact that high school training is worth $10 per day to each student.
There is also a value which is incalculable in dollars and cents.
Since 1882 the Scituate High School has graduated 440 pupils.
On the basis of 180 days in the school year the total at $10 per day is $792,000.
Hon. Thomas C. O'Brien, District Attorney of Suffolk County, says: "Next to home life, training in the schools is important. A very small fraction of children who complete grammar school go wrong."
usually has a Plus Parent in the Home
35
A School without a Library is like
SCITUATE HIGH SCHOOL LIBRARY (Established September, 1923)
Number of volumes catalogued . 545
(Card indexed by title, author and subject)
Classification used. The Dewey Decimal System
DEPARTMENTS REPRESENTED UP TO DATE
General Works of Reference 41 vols.
Sociology
26 vols.
Language
49 vols.
Natural Science
53 vols.
Useful Arts
46 vols.
Fine Arts
5 vols.
Literature
190 vols.
History
111 vols.
DONORS
Class of 1923. 25 vols.
Mrs. George F. Welch
7 vols.
Alice E. Sexton. 1 vol.
Scituate Woman's Club
1 vol.
NEEDS
A daily newspaper. Literary and Scientific Magazines. Standard Literature.
a Carpenter's Shop without Tools
36
Efficiency - Not Numbers
COMMERCIAL DEPARTMENT A Two-Year Course
SECRETARIAL AND ACCOUNTING
No student will be admitted who has not completed two years of high school work
No student will be graduated who has not demonstrated by a period of actual service outside the school room the ability to satisfactorily perform the duties of a Secretary or Accountant
STUDENTS WHO HAVE MET THESE CONDITIONS
Name
Year
Present Position
Ruth Hall
1923
Leo Murphy
1923
Mary O'Hern
1923
Stenographer for broker Office work Higher Institution
Velma Pelrine
1923 Stenographer for Lawson Estate
Samuel Reddy, Jr.
1923
Office work
Postgraduates Admitted
Why leave free Instruction at Home for City Training which is no better"
37
Vocational Household Arts School
SCITUATE VOCATIONAL HOUSEHOLD ARTS SCHOOL
This is a State aided school organized on a half time arrangement with the High School. The State pays one-half the expenses. Students are required to devote one-half the school day to Household Arts and related subjects. The course is four years and leads to the high school diploma. It pre- pares for higher schools and such vocations as homemaking, nursing, millinery, dressmaking, lunch room managing, die- tetics, and teaching of homemaking subjects. As a partial training it should be in the equipment of every woman.
The program may be divided into four divisions:
1. Marketing, preparing and serving of meals.
2. Buying, making and repairing of clothing, including millinery and laundering.
3. Furnishing and care of the home.
4. Nurture and care of children, home care of the sick.
Around these four divisions of practical work is grouped the related technical work. The pupil gains not only pro- ficiency in the manipulative processes but also an under- standing of the principles involved through the study of art, science, and mathematics, as related to the home.
ROSTER OF STUDENTS, 1923 Sophomores
Alice E. Bragdon
Dorothy E. Hammond
Claire C. McDermott
Mary B. Mitchell Alice E. Sexton Geraldine M. Ward
Freshman
Evelyn A. Barry Priscilla H. Brown
Ruth M. LaVange
Marguerite I. O'Hern
Doris Burbank
Katrine Schuyler
Eleanor M. Cole
Inez P. Smith Ethel M. Stonefield
Glea M. Cole Lillian M. Delay
Marion E. Fogg Irma L. Hobson Helen Jenkins
Grace C. Ward
Helen E. Webb
Lauretta M. Wolfe
38
Appendix - Financial Statement
APPENDIX
FINANCIAL STATEMENT
RECEIPTS
Appropriation
$46,730 00
Dog Tax 403 61
Refund
10 75
Smith Hughes Fund
144 19
Advisory Board
1,000 00
$48,288 55
EXPENDITURES
School Committee:
Salaries
300 00
Expenses
47 05
$347 05
Superintendent :
Salary and Expenses
$1,201 05
Attendance Officer
100 00
1,301 05
Supervisors
1,920 00
High School:
Principal
$2,440 00
Teachers
9,475 00
11,915 00
Elementary teachers
14,933 00
Textbooks:
High
$320 28
Elementary
926 71
1,246 99
39
Appendix - Financial Statement
Supplies :
High
$210 24
Elementary
911 87
$1,122 11
Janitors :
High
$1,474 76
Elementary
1,984 54
3,459 30
Fuel :
High
$242 30
Elementary
3,931 11
4,173 41
Miscellaneous :
High
$98 31
Elementary
512 62
Repairs :
High
$133 11
Elementary
1,960 56
Health
1,287 00
Vocational
467 85
Equipment (Library, Art Room, Typewriters, etc.)
1,890 87
Sundries (Insurance, Lunch Ser- vice, Telephones, etc.).
1,700 84
$48,469 07
Overdrawn
180 52
$48,288 55
TRANSPORTATION
Appropriation
$11,000 00
Expended
10,079 20
Unexpended balance $920 80
610 93
2,093 67
40
Invest in Education- It Pays
THIS PAGE IS DEDICATED TO ALL THOSE WHO SAY
"We pay taxes enough to have more than we do"
Try these problems: (1) Multiply $82.76 by the number of children you have in the grade schools. Add the product of $174.76 multiplied by the number of children you send to the High School. This sum is the amount the Town pays for schooling for your children.
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