USA > Massachusetts > Norfolk County > Dedham > Town annual report of the officers of Dedham, Massachusetts, and the town records 1894 > Part 8
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History. The systematic study of history and civil government, formerly confined to the eighth and ninth. grades, has been introduced in the fifth, sixth and seventh. Mara L. Pratt's History Stories, Montgomery's and Eggleston's Primary Histories, are used as readers in all grades above the third, and oral instruction is given in the primary rooms.
Grammar and Language. Technical grammar is now taught in the eighth and ninth grades, and a thorough knowledge of the subject as outlined in Whitney and Lock- wood's Grammar is required as a proper preparation for
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the studies of the High School. By constant practice pupils are trained to speak and write, to use correctly capital letters, marks of punctuation, and abbreviations. The re- production by pupils in their own words of what they have read in connection with their history and geography, or of what they have observed, is an important part of the language work in all grades.
Geography and Science. The study of geography by means of stories, observation lessons, globes and dissected maps, has been introduced in the primary grades, and more time is given to physical geography throughout the course. To aid the study of physical geography, outlines of work in physics and chemistry, and the apparatus necessary to per- form simple experiments have been placed in the hands of every teacher. A teachers' class, meeting weekly, conducted by the Principal of the High School, has been formed for the study of these important subjects.
Use of the Public Library. Without certain books of general reading, as well as many reference books, history, geography, literature and science cannot be profitably studied. Aside from the purchase of encyclopedias and dic- tionaries, no attempt has been made for some years to form school libraries, and the use of the Public Library by teachers and pupils has shown that it is not properly equipped with books of this class, and has not upon its shelves many valuable books needed for supplementary and parallel reading.
The teachers have also attempted to guide the home reading of their pupils, to give them a knowledge of, and a taste for good literature. In order that this work may be successfully carried on, the Library should contain more of the best current literature. It has been the experience of public libraries, in order to meet the demand for such books, that several copies must be purchased.
The following report, written at my request by Miss
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Dudley, shows the extent to which the Library is used by the pupils of one room :-
"Every pupil not previously provided with a card, was given a blank, which, filled out and signed by parent or older brother or sister, entitled him to a card. A catalogue has been carefully examined by the teacher, and every book known to be adapted to improve a child's mind has been .checked. Pupils are allowed to send by our messenger for any book so checked. We return and order books once a week, on Thursdays.
"Of course, pupils understand that they have a right to visit the Public Library, and to call for any book; but the result of our method thus far has been to elevate the good books in the minds of the children, and, in a school of thirty- six members, there has been an average of twenty-seven calls per week for approved books. The very best books, intro- duced by those who have read them, to other pupils, have been in constant demand. The history lesson now brings out real thought from minds strengthened by the reading of various opinions, and the geography recitation gives many opportunities for telling the interesting facts stored in the memories of the children. They have made the acquaintance of many characters in literature, and are eager to sound the praises of their favorite authors."
A beginning has been made in this work, and it will be extended as fast as material is furnished. Since more than one-third of those who draw books from the Library and consult books of reference are school children, I hope a special appropriation will be made for their benefit.
Physical Culture. The employment of Miss Olive Frances Moakler, a graduate of the Boston Normal School of Gymnastics, as director of physical culture, is a most important step in education, and deserves special mention. While for the past year physical culture has been taught in many of our schools, there was a lack of uniformity ^and system, and the employment of a special instructor was
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necessary to organize the work. Since December 1st, Miss Moakler has given one lesson a week in each room, and has instructed the teachers in the theory and practice of the Ling System of Swedish gymnastics. She is a competent teacher, and her success is assured. Your attention is called to her report, and to the mention of her work in the report of the principal of the High School.
Transportation of Children. During the first two weeks of the fall term the number of scholars registered in the Union School was eighteen ; eight from Walpole, five from Dover, and five from Dedham. October 1, soon after the burning of the school-house, in accordance with a vote of the Committee, arrangements were made for the transportation of the Dedham children to the Colburn School. They are taken from their homes in a suitable carriage, and, as Miss Barton remains in the school-house at noon, they are under the care of the teachers from the opening un- til the close of school. As far as can be ascertained by your Superintendent the arrangements are satisfactory to all con- cerned, and the advantages of attending a well equipped graded school, where all the High School studies are taught, are apparent. Five children from Dover attend the Colburn School, but are not transported at the expense of this town.
School Census. The following statistics are of general interest, and give the results of the school census taken May 1, 1893 :
Number of persons in the town between three and fifteen
years of age, May 1, 1893, . 1462
Number between five and fifteen (school age) 1172
66
three and four,
114
66
four and five, 129
66
66
six and seven, 107
66
seven and eight, 136
66
66 eight and nine,
108
five and six, 120
21
Number between nine and ten,
116
66
66 ten and eleven,
113
eleven and twelve,
113
66
66 twelve and thirteen,
130
66
66 thirteen and fourteen,
119
66
66 fourteen and fifteen,
110
Special Reports and Statistics. The reports of the Principal of the High School, and the special teachers, the financial report, the usual statistics, and the outline of work in arithmetic, are given in the appendix to this report.
Respectfully submitted,
RODERICK W. HINE, Superintendent.
APPENDIX.
HIGH SCHOOL.
The following is a report of work in the High School :-
Discipline. During the past year a very marked change has been made in the matter of discipline. At the close of each recitation, the pupils are allowed a few minutes of re- laxation while they change from one class to another. The desire is to make each pupil feel that the brief time is his to move about as he chooses, and while he enjoys this freedom, to make him appreciate the necessity of considering the rights of others by being as quiet and orderly as possible. The less the authority of the teacher controls, and the more a sense of honor dictates the conduct of each pupil, the better work the school is doing in fitting young people to take care of themselves, when they go out into the world. In our school, the sole aim of the teachers should be to develop a spirit of self-reliance. I am very sure, then, the pupils see the aim of the school in this method of deportment, and, with few exceptions, appreciate the benefits that must come .to them by forming the habit of self-control.
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There is also a too common neglect, on the part of some pupils, in regard to the proper use of time out of school. It is a matter of great educational value, to guide the scholars early in their course, to improve their leisure moments. A parent may know his child is not getting all the benefit of" the school, if he finds him without homework to do, because such work is assigned daily.
Reading. It would be unwise for me to trespass upon the space allotted to others in this general report, to give in detail any outline of the daily work done in the school, but . I should like to call attention to the cultivation of the habit of reading the best works of our English authors. I am sure- that we are on the eve of a very great improvement in re- gard to the importance that will be attached to this matter in the lower grades. Many of the books that are being read . in the High School to-day, might far better be read in earlier years of the scholar's life. When a pupil becomes familiar with the standard writings, his ability to express himself will be wonderfully improved, and the result is bound to follow that he will write better and criticise his own work far more: intelligently.
Science. In close relation to this cultivation of the ability to express one's self, will come the opportunity to acquire the habit of correctly recording what is seen. The new departure which is being made of performing experi -- ments in science before classes of lower grades, will result in opening the eyes of children, helping them to reason cor- rectly and to express clearly what they do, see, and hear. A class of teachers, to the number of twenty-five, has been formed to meet once a week at the High School, for the pur- pose of studying the best method of presenting elementary science to the pupils in lower grades.
Debating Club. All that I have said thus far, in regard to reading and writing, naturally reminds me of our new club called " The Dedham High School Debating Club." The School Committee kindly granted to the boys of the school
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the use of one of the class-rooms as a place of meeting. The boys conduct the business of the club in a serious and dignified way, and I am confident that great good will ultimately be - traceable to the influence of the organization. It would be a profitable way of spending an evening for the parents to. attend one of the debates, and thus see the genuineness of the work the boys are doing. In fact, I feel that the club » would do well to hold a public debate in the school-hall at . some early date. Because of the frequent opportunities to . rise and speak before his classmates, the boy naturally culti -.. vates a habit which will enable him, in after life, to stand in his place and tell to others his thoughts in a way that will tend to convince.
Physical Culture. During the past winter, Miss Moakler . has spent one day per week in the school, demonstrating the exercises for the following days. The practice of the exercise, . both in the school and at home, can alone make them of permanent value. A table of measurements recently made by Dr. Wood at Wellesley College, shows conclusively that pupils who do not take systematic exercise lose vital energy, and close a year's work poorer in physical strength than when they entered upon its duties. Keeping this fact in mind, a . very determined effort should be made to create enthusiastic interest in physical development. Every parent watches with surprise the child's growth in height, but how many ever think to note the growth in muscular power, and the increased chest development which promises greater room for the organs of respiration ? I believe the time is at hand when the scholar's physical measurement should be taken, and exercise assigned to make the development apparent on paper. Under the guidance of the physical instructor, such measurements could be made, and I know the ambitious boys and girls would be only too anxious to record their progress. and take pains to use such exercise as would result in con- stant improvement.
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Growth. It gives me pleasure to say that the school shows an increase of about ten per cent in membership over that of one year ago at this time. May there be co-operation and unanimity of purpose to show a marked increase the coming year.
At the close of this report, I wish to acknowledge, in behalf of the pupils and assistants, the great willingness that has been shown by the Committee and the Superintendent to aid in everything which tends to advance the highest interest of our school.
GEORGE F. JOYCE, JR., Principal.
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PROGRAMME
of the Graduating Exercises of the Dedham High School, June 24, 1893 : -
1. CHORUS-"Ave Maria,"
. Buck-
2. SALUTATORY, . Alice M. Wardle
3. RECITATION, -- From Vision of Sir Launfal, ·
Lowell
Mary J. Lehane.
4. HUNTING SONG, . Benedict
5. DECLAMATION,-Galileo Galilei, . Everett Katharine A. Moloney.
6. CLASS PROPHECY, . Ernest H. Chute.
7. WALTZ SONG,-Country Fair, Abt
8. TOUSSAINT L'OUVERTURE, . Phillips:
Frank B. Young.
9. THE BOAT RACE, . . Holmes- Elizabeth G. Tracy.
10. FAREWELL TO THE FOREST, Mendelssohn Class.
11. AWARD OF PRIZES FOR HISTORICAL ESSAY.
Erastus Worthington, Esq.
12. AWARD OF DIPLOMAS, Hon. F. D. Ely
13. VALEDICTORY, Winifred S. Sanborn
14. PRAISE YE THE FATHER, . . Gounod? ·
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GRADUATES OF FOUR-YEAR COURSE.
Ernest Howard Chute, Annie Elizabeth Dailey, Katharine Bridget Hurley, Mary Julia Lehane, Catharine Agnes Moloney, John Charles Mulverhill, Alice Chester Nichols,
Winifred Shirley Sanborn, Grace Louise Smith,
Elizabeth Grace Tracy, Alice Morse Wardle, Frank Bailey Young, Walter Harding Young.
PRIZE ESSAYS.
DEDHAM HISTORICAL SOCIETY.
Subject for Class of 1893 : - " Development of Modes of Travel in Massachusetts. "
The awards were as follows : - Alice Chester Nichols, first prize. Alice May Wardle, second prize.
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MUSIC.
In reviewing the work of Music for the past year, I can recall an improvement along most lines. The work in lower grades has been pushed by the regular teachers in response to my directions with the usual faithfulness, and the results in all the schools are creditable to both themselves and to me, as well as the pupils.
The work in the grammar grades is interesting and successful in all cases where the school conditions are favor- able to success in any study. The interval work, which was introduced into the upper grades of the grammar schools, to which reference was made in my last report, has been carried on under improved circumstances, as the teachers as well as the scholars have become accustomed to the change in method. A word here to those who might not understand, will be in place. The methods in use in the lower grades are sufficient to cover all cases of ordinary difficulty in music reading. The interval work is designed to carry the learners still farther, and if thoroughly mastered, enables the singer to master any difficulties in the line of reading music.
The concert given by the High School last year was one which did credit to the scholars, and perhaps was as pleasant to the listeners as any concert which the school has ever given. The change in personnel of the school each year causes a difference in the singing. Some years we have good voices throughout all the classes ; other years, not so good. The concert which we expect to give soon, we hope will do credit to all concerned, as those in the past have done.
During the year we have been visited by people from a distance, as well as those nearer home, and it is safe to say that those who thus visit us, see a wide difference in the
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methods used from those which are used in most of the schools of this country. Was the work not a decided success,. and so pronounced by those who visit us, I might be con- sidered presumptuous in departing so widely from the usual methods of school music instruction. The fact that our methods differ so widely, led to an invitation on the part of those in charge of the Educational Congress which met during the late World's Fair in Chicago, to read a paper describing our methods, and the reason for their adoption, as well as the success obtained. Very recently one of the Supervisors of the Chicago schools has visited Dedham for the purpose of seeing what was described in the paper alluded to.
In the previous reports, special emphasis has been laid upon home influence in the line of music, and as we believe, not without its effect. As we look out upon the work of another year, it is with the feeling of a growing importance of music to the individual scholar, and with the full belief that the child who accomplishes the most in music will accomplish most in all other things. Surely no other study pursued in our schools brings into play so many of the varied powers of the child as the study of singing.
With this conviction firmly settled, we propose to push the work as thoroughly and as rapidly as possible, and thus to keep pace with the improvements in- other directions,. which, under the direction of our excellent Superintendent, are being set in motion on all sides.
SAMUEL W. COLE,
Director of Music.
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REPORT OF DIRECTOR OF DRAWING.
To Mr. Roderick W. Hine, Superintendent of Schools :
In all the primary and grammar grades, the Prang Sys- tem of Form Study and Drawing is used as a basis of instruction.
Supplementing this course, instruction has been given to both teachers and pupils, in all the grades above the second, in model and object drawing, the use of the type forms and their application, not alone to the drawing of common objects, but also to the forms in Nature and in Art, drawing from memory and from observation, and the application of draw- ing to the other studies of the school curriculum.
It has been the purpose of the Supervisor to present the subject of drawing on a broad basis, suggesting its applica- tion to nature study, language, history, botany, physiol- ogy, etc. The pupils have been led to see that the study of drawing is not confined to the school-room, the drawing-books, and, as they have sometimes thought, the uninteresting wooden blocks, so long familiar to them as merely something to place upon the desks to be drawn. They have realized that these are the alphabet or key to graphic expression.
The interest that has been awakened, and the remarkably good results that have accrued therefrom, must be largely : attributed to the hearty co-operation and earnest efforts of the teachers in the various grades.
While as yet the aesthetic principles have been but lightly touched upon, it is purposed to lead the minds of the children to the appreciation of the beauties of form in manu- factured articles, in architecture and in nature. This will
1
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include the study and application of color, historic ornament, and the observation and delineation of objects in nature.
The work in the High School has been arranged under four heads, free-hand drawing, geometric drawing, design and construction. A little more than one-fourth of the time is given to the free-hand drawing, the remainder is divided equally among the other three branches mentioned. The tendency to overdo any one branch of work, to the subor- dination of another, as is often the case in free-hand drawing, has been carefully considered and avoided. While it may not be desirable to make artists, or even give to the pupils of the High School, a training for work in the highest branches of Art, it is desired and purposed that the pupils shall be able to understand, and make more or less complicated working drawings, and express graphically their perceptions and ideas in a clear, concise and accurate manner.
Until some degree of skill has been acquired in free- hand drawing, the best results to be derived from the appli- cation of drawing to other studies cannot be obtained.
It is to be regretted that more time, especially in the High School, cannot be devoted to this study which is now assuming so important a place in our educational systems.
It is hoped that through the interest and hearty co-opera- tion of parents as well as teachers and all concerned, that the benefits resulting from this most important study may be re- alized in the near future.
Respectfully submitted,
HENRY ORNE RYDER.
January 27th, 1894.
Time Schedule:
HIGH SCHOOL-Every Wednesday, 9 A. M. to 1 P. M.
DEXTER-Every third Wednesday at 2 P. M.
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Every third Monday-
AMES-1st grade, 9 A. M.
Alternate §5th grade ? 10.05
1st and 2d grade, 9.15
26th 7th 10.45
Alternate 2d grade } 9.30 23d
Sth 66 11.10
4th grade, 9.45 OAKDALE-1st and 2d grades, 2.00
9th 11.35
5th and 6th 66 3.00
3d 4th 66
2.30
7th
66 3.30
Every Third Monday-
COLBURN, 9.05
RIVERDALE, 11.30
ISLINGTON. 2.15
BURGESS, 10.30 FISHER, 1.30 ENDICOTT, 3.00
Every Third Monday-
AVERY-1st grade, 9.05 6th grade, 10.45 7th 11.05
2d
9.25
3d and 4th grades, 9.45
Sth and 9th grades, 11.25
5th grade, 10.05
QUINCY-1st grade, 2.00 2d 66 2.30
3d grade, 3.00
4th
66 3.30
During the winter months the afternoon lessons begin 30 minutes earlier.
REPORT OF THE SLOYD TEACHER.
To Mr. R. W. Hine, Superintendent of Schools :
SIR :- The Sloyd School was reopened at East Dedham, October 19th ; at West Dedham, October 23d ; at Dedham Centre, October 24th, 1893. Four small double benches were added to the room at East Dedham, two large double benches at Dedham Centre, and one large double bench at West Dedham. A number of tools were added to the three work rooms. Instruction is given to pupils of the seventh, weight and ninth grammar grades of the Ames and Avery Schools, to the seventh grammar grade of the Oakdale School, and to the sixth and seventh grades of the Colburn School.
:
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They number in all :
At Dedham Centre, .
· 36 boys, 54 girls.
At East Dedham,
· 56 boys, 53 girls.
At West Dedham,
. 12 boys, 10 girls.
104 117
Total number, . 221.
Instruction is given to each class once a week ; time, from one hour and a half to one hour and a quarter.
The eighth and seventh grade pupils of the Ames and Avery Schools, and the seventh grade of the Colburn School were scholars last year in the regular Sloyd School. They have taken up the work with interest and energy. The seventh grade of the Ames, Avery and Oakdale Schools, and the sixth grade pupils of the Colburn School, are beginners. They work with enthusiasm, patience and intelligence.
There is in this work, as in all studies, a marked difference in ability, not only in the use of the tools, but in grasping the meaning and essential use of a certain exercise.
Each scholar is required to make a simple working- drawing, from which he makes his model, except in some of the form work, where he will work from a drawing already made.
The drawing lesson is a class lesson, and the use of a new tool is shown to the class, but individual instruction in regard to the construction of a model is given whenever possible, thereby ensuring a better understanding of the work, step by step. For this reason, small classes in Sloyd are far preferable to large classes. As yet there has not been much time to test the feasibility of what is called, " Inventional Busy Work." I feel, however, quite sure of its success as one means of education in these classes, as has been proved in other schools. When a model is completed, and there is time for work before a class lesson can be given for the drawing of the next model, the pupil is asked to make with his knife some object of use. He has no model nor
37
drawing to work from, he must contrive something, if in miniature. The rule, pencil and knife are used, and sand- papering is allowed in finishing. The cry at first is always, "I can't," "I don't know what to make," etc., etc. Put a piece of pine wood and a knife into a boy's or girl's hands, and before long the mind and hand begin to work together.
There is a two-fold meaning to this work ; economy is in- stilled, as the small pieces of waste wood are utilized. In using the knife, concentration of thought is necessary to insure safety to the fingers. The pleasure of the pupil is very keen when he finds he has conquered himself, and accomplished something he at first thought impossible.
I hope, in the course of time, to add to each Sloyd room, a set of models made by the pupils. Those who do sufficiently good work will be asked to present them to the school. I think this will inspire accuracy of work, and a certain pride will be felt by every scholar who has contributed to the prop- erty of the Sloyd School. In my judgment, the pupils of the sixth grade of the Colburn School were too young, and physi- cally unable to perform the work of the regular grammar grade. I have therefore introduced Preliminary Sloyd. The models are small, easily handled, and of use. There is no surface planing, and no work the child is not able to accom- plish. Working drawings are required to be made. There is the same mental, moral and physical development going on as in the higher classes.
I find these pupils show as much interest, and work quite as intelligently and accurately as the older ones.
Let it not be forgotten, in introducing Sloyd into the schools, it is " Putting the whole child to school."
Yours respectfully,
ANNIE VOSE COMINS.
January 17th, 1894.
.
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SLOYD PROGRAMME.
At West Dedham Shop-Monday.
At Dedham Centre Shop.
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